To promote student persistence and success in higher education research identifies the importance of supporting students' academic and social integration as well as providing mentoring to facilitate a sense of connectedness and commitment to the institution. Such resources are particularly important for Black males, who often enter college campuses with feelings of isolation and alienation that can strongly impact their academic outcomes. More than two-thirds of Black men in the U.S. who start college do not graduate within six years, giving them the lowest college completion rate among all racial/ethnic groups and sexes in higher education (Harper, 2006). This disparity in college access and completion, reflects the larger inequalities in our society, reinforcing and further resulting in the continued subjugation and oppression of Black males. And yet, there are Black male college students who everyday continue to fight for their place at the table and even thrive in their higher education institution. This qualitative phenomenological study aims to contribute to the anti-deficit literature on Black male success by examining their meaning making of the key supports that influence their desire and ability to persist while simultaneously and intentionally acknowledging the strengths they bring with them into higher education settings. The findings extend existing research on Black male success and has implications for policymakers and practitioners to collaborate across both academic and student affairs to design student centered programs and initiatives that centers their stories and acknowledges their strengths. [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.]