Black men within the United States with learning disabilities have difficulty navigating the collegiate environment (Jackson, 2016) because they are not academically prepared when taking developmental courses (Abreu et al., 2016; Bouck & Joshi, 2017). Researchers have studied Black men's lived experiences with Individualized Education Plans (IEPs), from national research to local district-wide studies (Ford & Russo, 2016). It is unrealistic to believe that only in the United States do students with learning disability attend a four-year institution. A recent national assessment implies that other countries are less inclusive with students identified as having an intellectual disability (Douglas et al., 2016). This study investigated the question: What support services are needed to assist African American males with histories of IEP services in attaining a college degree at an identified four-year institution in Illinois? Research depicting the experiences of Black males in America encompasses to statistics regarding high dropout rates, the disproportionate rate of special education referrals, and data regarding incarceration rates (Henderson, 1992; Jackson, 2016; Laura, 2011; Stickland-Dixon, 2013). African-American males encounter many obstacles such as being ill prepared for college, lacking focus and self-motivation, having difficulty in developmental and college-level course work, balancing college with work and family, and paying for college on their journey to obtaining a college degree (Demetriou & Schmitz-Sciborski, 2011). Qualitative research design was used to help answer the research questions. Institutional racism explained systematic disconnection when a dominant group is considered superior as it relates to obtaining a college-level degree. Experiential learning theory explained the process of how the participants captured knowledge through their experience in relation to being successful. The purpose of the phenomenological study described the ordinary meaning for several individuals of their lived experiences (van Manen, 1990). This approach in education challenged the natural phenomenon's scientific theory, specifically being the "object" of one's lived experiences should not be approached with a set of rules or methods (van Manen, 1990). Prior research depicted barriers as to why Black men are not successful in their higher educational pursuits. This study focused on successful Black men and the resources they used. The narratives of each participant provided common themes that can not only close achievement gaps, but also showed persistence beyond a bachelor's degree at a public institution in Illinois. This study also captured the true phenomenon of Black males with histories of IEP services who were successful at a four-year public granting institution. A phenomenological design utilizing a narrative analysis was employed to gain a better understanding of these Black men with histories of IEP services who were successful at a four-year public granting institution. In order to obtain information, these Black men were interviewed, and data obtained compared to the researcher's experience as a means of triangulation. Results from the data collection are presented as narratives of the five Black males who had IEP during high school and obtained a bachelor's degree at a public institution in Illinois. These participants lived in Chicago, sought Academic Support services, were involved in co-curricular activities, and also had a mentor during their undergraduate experience. In an effort to maintain confidentiality, the names were replaced by pseudonyms. All narratives were member checked. In answering the research question, the data revealed that Academic Support services, extra-curricular activities, mentorship, and perseverance were commonalities for being successful. Furthermore, a sense of community played a significant role in the lives of these participants. The findings from this study can assist educational leaders and stakeholders in providing best and innovative strategies to help support Black males with histories of IEP during their educational journey. [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.]