Many higher education institutions have incorporated diversity as a part of their mission, vision, or values. Events on college campuses over the past three years, such as the resignations of the Presidents of the University of Missouri and Ithaca College due to charges of racial intolerance, have renewed attention on college demographics. The student activism on these campuses highlighted several factors including a lack of diversity amongst faculty and staff. According to the fall 2015 data from the U.S. Department of Education, the percentage of African Americans in managerial positions is roughly 9.62%. Although this data does not distinguish between the differing types of managerial, executive, or administrative positions. When focusing purely on upper administrative positions, The Chronicle of Higher Education Almanac 2013-2014 reported that African Americans comprise 6.7% of professional executives. African American faculty and administrators believe that a lack of support and overall campus climate impact the treatment of professionals of color at predominately white institutions (PWI). A lack of mentorship is cited as a principal reason for the lack of retention and tenure. As a result, this phenomenological inquiry examines the experiences of African Americans that have pursued and completed mentorship opportunities and leadership programs. This research uses a social capital theory lens to analyze data gathered through semi-structured interviews. Unlike some academic literature, none of the participants have ever lacked mentorship opportunities. Their mentorship experiences allowed them to improve their social capital through the expansion of their network and resources. However, they also had to heed social stereotypes of African Americans and are at times hindered by others perceptions of them regardless of their educational and professional background. This research is significant to better understand the environment that African American administrators at community colleges exist within. It is also vital for institutions seeking to attract, hire, and grow minority talent. Ultimately, this research may represent a shift, as much of the academic research tackling mentorship or diversity focuses purely on the four year college environment. [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.]