This qualitative phenomenological research study used narrative inquiry to explore the lived experiences of African American male community college instructors using interviews, classroom observations, and personal testimonies conducted at a Southeast Texas community college. Brown (2009) previously conducted a study on African American male instructors and how they interact with African American male students using pedagogical approach in studying emotions, feedback, and a unique understanding needed to inspire these students in elementary and secondary schools. The findings indicated information gathered concerning hiring practices, cultural instructor identity development and perceptions of institutional support could be a great support to diversity development and cultural awareness in creating programs, active community-faculty involvement. These findings could support institutional efforts to adopt success methods used within district planning and instructor support (Karim, 2003). [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.]