The underrepresentation of Black men in engineering graduate programs contributes to the low numbers of Black faculty members, and in general, role models who could teach and inspire future generations of students in STEM. Addressing this national concern requires stakeholders to identify prevailing obstacles such as racial microaggressions, and where they occur. This article focuses on the advisor-advisee relationship and its effects on students' persistence. By addressing practices and activities that turn students away from sustained participation in engineering, we may be able to increase the number of Blacks males who enroll, remain in, and graduate from engineering programs.