The purpose of this project was to conduct a gap analysis from the perspective of Black male students at a community college in the Los Angeles area to examine the knowledge, motivation, and organizational elements that interfere with their graduation and transfer rates. The analysis began by generating a list of possible or assumed interfering elements from the research literature and then examining them systematically to focus on actual or validated interfering elements. The conceptual framework for this study illustrates the interaction of the knowledge, motivational and organizational barriers Black male students experience that affect their academic achievement. The academic attainment of Black males in higher education in the United States is directly linked to political, economic, and cultural historical struggles faced in early years. Research has indicated that Black male students have low academic performance rates and face a negative rather than a positive educational experience. That negative experience is affected by the disparate impact of racism, stereotypes, inequities in education and a lack of culturally diverse opportunities affecting their academic success (Cuyjet, 2006). The conceptual framework of Black males' academic success in community colleges shows the interrelationships between knowledge, motivational, and organizational factors and how they influence one another. The participants in this study were Black males between the ages of 18-30, born in the United States and currently enrolled in a community college in the Los Angeles area. 35 participants participated in the survey and 10 participants were randomly selected from the pool of people that volunteered at the end of the survey to participate in the interview. In this study, surveys, interviews and document analysis generated a meaningful body of data, which helped answer the research questions. The protocol for this study consisted of semi-structured interviews using open-ended questions. This study revealed that it is the college's responsible to provide resources to address the academic problems that pertinent to Black male students. The college must support Black male students through the provisions of counseling, financial aid, mentoring, guided pathways, personal development and a safe campus environment while building a caring relationship in the community of learners. This study used the new Kirkpatrick and Kirkpatrick approach to integrate organizational recommendations and evaluate the results by examining the academic services for Black male students by creating a Black Educational Network and Development Mentor program and a Black Male Guided Pathways that will support and help them become academically successful in college. [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.]