The California Constitution was amended by Proposition 209 and now prohibits its public institutions from considering race, sex, color, national origin, or ethnicity. This puts San Francisco African American high school graduating seniors at a great disadvantage, especially in light of the ever persistent "academic achievement gap" inherent to African Americans (Spring, 1994). It paints a bleak picture for their chances of entering California's State University System as first-year college students. The purpose of this qualitative research study was to identify specific methods and techniques used at Historically Black Colleges and Universities (HBCUs) to assure students' successful matriculation, retention, and graduation. All research participants were San Francisco residents who personally toured HBCU campuses in anticipation of attending an HBCU, were presently attending an HBCU, or had graduated from an HBCU. These participants felt: (1) San Francisco African Americans students experienced a disadvantage in learning because of its schools' increased populations of Asians and whites as compared to Blacks; (2) Because of California's reversed affirmative action law, HBCUs made a 4-year college degree more accessible to them; (3) Though HBCUs had limited financial resources, they valued their legacy and their culturally supportive environment. This study found that HBCUs are an option for San Francisco African American students who graduate high school and who have a desire to attend a degree-granting university, but whose chances to do so are limited. This study concludes that HBCUs have a history of successfully retaining and graduating underserved and nontraditional students that they offer low tuition when compared to most other degree-granting institutions and that they are noted for building leaders while providing a nurturing environment. It is recommended that traditionally White institutions replicate HBCU admission criteria by: (1) Providing an inclusive, supportive environment that includes Black activities, staff, and faculty. (2) Maintaining high expectations. (3) Having a commitment to provide students with constant access to mentoring and advising. (4) Providing hands-on, participatory learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]