The purpose of this investigation was to identify the factors found to contribute to the success of academically gifted African American male students within the college and university setting. Southern State University, a historically black university and Texas State University, a traditionally white institution, served as the settings from which the two participants were selected. A combination of observations, interviews, and written documents were selected to complete each of the case study investigations. Phenomenology was selected as the theoretical framework, and grounded theory was employed in the data analysis process. Six categories were subsequently identified. These categories include: relationship with faculty, peer relationships, family influence and support, factors influencing college selection, self-perception, and institutional environment. Differences were found between the two schools. The research-oriented approach to education maintained by Texas State University supported the student's academic giftedness but did not thoroughly support his academic giftedness outside of the academic settings. Conversely, the liberal arts approach to education maintained by Southern State University supported the participant's academic giftedness within and outside of the institutional setting. Implications for higher education institutions, both from an academic affairs and students affairs perspective, are discussed. (Contains 67 references.) (CR)