This study examined how African American male community college presidents made meaning of their transformative leadership experiences. A semi-structured interviewing technique was utilized to collect data from seven African American male community college presidents. All interviews were transcribed using an Interpretative Phenomenological Analysis (IPA), which identified themes throughout the participants' narratives. Four major themes and 11 subthemes emerged as a result of data collection. Major theme number one was growth experience stages that merged into two subthemes: role-playing at an early age is important and early childhood dreams. Major theme number two was exploration stage experiences that merged into three subthemes: exploring a variety of interests as a teen, money was the motivation, and more education, more exposure, and more skills. Major theme number three was establishment stage experiences that merged into four subthemes which were representation matters, everyone needs a strong support network, self-determination is the motivation, and show them what you're made of. Major theme number four was maintenance stage experiences that merged into two subthemes which were, navigating through racism, stereotypes, and microaggressions, and follow your passion. These findings were consistent with the literature and Mezirow's transformative learning theory (TLT) to understand how African American male's experiences led them to the community college presidency position, to provide a blueprint for institutions to foster the development of African American males through providing effective student supports culturally relevant career development services, and mentorship opportunities. [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.]