The purpose of this qualitative descriptive study was to explore how African American males describe their academic experiences regarding the factors that influence their academic outcomes while attending an HBCU across the United States. Astin (1993) Inputs-Environment-Outcomes (I-E-O) theoretical model was used as the lens for understanding what motivating factors influenced African American male academic experiences. Three research questions guided the study: (1) How do African American males describe prior academic experiences that influenced their academic success while attending an HBCU? (2) How do African American males describe the role of educators while attending an HBCU? (3) How do African American males describe the outcome of their academic experiences while attending an HBCU? Eighteen African American males' graduates of an Historically Black College and University (HBCU) participated in the study. One-on-one interviews and one focus group were used to collect data. An inductive thematic analysis was used to analyze the data. Three themes emerged: (a) Generation Lead by Example Influence Participant's Academic Experiences, (b) Motivation and Encouragement to Achieve Academic Success, and (c) Challenges and Contributions to Achieving Academic Success. Although several themes emerged from the study, special attention was placed on the impact of an HBCU assisting to facilitate the academic achievement of African American males. Participants in the study specifically credited the HBCUs with racial composition, support from peers, family, faculty, and role models in helping with their desire for learning, academic experience, and success. [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.]