Nationwide, a steep decline in the number of African American males enrolling and graduating from colleges and universities exists. To address the determination of African American male students, a closer inspection of factors promoting their persistence to degree completion is needed. The purpose of this qualitative phenomenological study was to investigate the lived experiences of eight African American male students at a private Historically Black College and University (HBCU). This investigation explored the factors that may have contributed to their persistence and resilience to stay on-course towards their degree completion. Tinto’s theory of academic and social integration was used to frame this study and attempt to answer the following three research questions: (a) How do African American male students overcome challenges they encounter in college? (b) To what do African American male students attribute their academic success? and (c) To what extent did the educational experience at this private HBCU influence one’s decision(s) to persistently enroll until graduation without dropping out? Purposeful sampling was utilized in the selection of the eight African American male students who were on the verge of successfully completing their degrees. Multiple, in-depth interviewing was the primary method of data collection. Narrative data was collected from all participants, fully transcribed, and verified for accuracy. After completion of the interviews, the raw data was read several times to identify emergent themes. The data analysis revealed three emergent themes: (a) influential people; (b) in the face of adversity, I stay strong; and (c) college enriching experiences. Key findings from the study suggest that academic and social integration contributed to the persistence and resiliency of eight African American male students. The connections were viewed through the lens of Tinto’s Student Integration Model.