The purpose of this qualitative study is to explore the lived experiences of African American male faculty at community colleges in the Pacific Northwest. Regional data mirrors national statistics denoting the low number of faculty of color working at state-funded community colleges. The literature reviewed for this study suggests that African American male faculty experience racism and gender bias during their academic career journeys. This study sought insight from five African American male faculty to answer the overarching research question: What are the possible perceived institutional barriers that contribute to the underrepresentation of African American male faculty? These individuals were purposefully selected because their race, gender, and current professional position in higher education qualified them to provide important insights into the phenomenon being studied. Three methods of data collection were used in this study: (a) a biographical questionnaire, (b) semistructured interviews, and (c) field notes. Using critical race theory as the basis of analysis, this study suggests that African American male faculty at public, two-year, predominantly White institutions in the Pacific Northwest face institutional barriers to advancement based on race and gender. Institutions of higher education may find the results of this study helpful as they examine their practices and policies and purposefully create sustainable strategic diversity initiatives. [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.]