In this manuscript, I discuss the experiences of African American male scholars at Predominantly White Institutions (PWIs) in the American South and the impact of their academic and social experiences on their respective campuses. Furthermore, I discuss their utilization of code-switching or a lack thereof as a tool to navigate their post-secondary environment. I examine the challenges and successes of each individual scholar while allowing the participants to discuss their collective experiences in the post-secondary milieu. I view the groups' collective experiences through the theoretical lens of Sellers et al.'s (1997) Black Identity Development theory. Using this conceptual framework, I review the experiences of the African American male participants characterized by stigma, internalized conflict, and resiliency within academic and social settings in the post-secondary environment and the opportunities for student affairs professionals to alleviate these struggles. I call upon post-secondary administrators, faculty, and staff to gain a better understanding of how their direct work with African American students in general, and with African American males in particular, as well as university officials' ability to advocate for this group to promote systemic change, could have widespread implications for African American male student achievement. [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.]