Program administrators of academic mentoring programs for African American male community college students contend that mentoring provides a means to increase retention and improve completion rates. Through the evaluation of prior studies, this study will seek to identify the factors that lead to successful completion. Shandley's (1989) concept of mentoring in higher education processes, Astin's (1993) theory of involvement and Tinto's (1993) academic and social integration theoretical approach provide the frameworks for this study. Shandley (1989) contended that intentional interaction between two or more individuals creates a nurturing relationship that fosters the growth and development of a protege. He further contends that this process is insightful, supportive, and often protective. Astin's (1993) theory of involvement was used to understand the correlation between student involvement in activities and academic success. Tinto's (1993) academic and social integration theoretical model provided the framework that suggested that a student's attitude reflects positively when a favorable environment exists to circumvent a student's feelings of isolation and alienation. Three current mentors and six past participants were interviewed for this study. This study expanded upon mentoring literature by using existing theories as a framework for analysis. An evaluation of how mentoring relationships increases the probability of achieving graduation will enable community colleges, four-year colleges and universities an opportunity to assess their programs. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]