The purpose of this qualitative narrative inquiry study was to explore how African American male STEM graduates perceived instructional practices used in STEM classrooms in colleges in the eastern United States. Critical race theory and active learning theory formed the conceptual framework for this study. It was not known how African American male STEM graduates perceived instructional practices used in STEM classrooms in colleges. The research was guided by five research questions: (R1) How do African American male STEM graduates perceive instructional practices used in STEM classrooms; (R2) How do African American male graduates in STEM studies distinguish between instructional practices used in the classroom in regard to their academic success; (R3) How do African American male STEM graduates perceive active learning in general as a part of instructional practices used in STEM classrooms; (R4) How do African American male STEM graduates perceive problem-based learning as an active learning instructional practice used in STEM classrooms, and (R5) How do African American male STEM graduates perceive the flipped classroom model as an active learning instructional practice used in STEM classrooms in colleges in the eastern United States? Eleven African American males ages 26-55, who graduated with a STEM degree served as the convenience sample. One-to-one, semi-structured interviews and a researcher's journal were the data collection tools. Both narrative and thematic analysis were used. Results indicated a need for more activity-based instruction incorporated into STEM programs, more professor/student engagement, and a lack of interest in culture incorporated into the curriculum. [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.]