The purpose of this study is to explore the academic and social integration experiences of foreign-born Black male students who persist at a four-year research institution. Research has shown that foreign-born Black males do not self-identify, and, as a result, their experiences in higher education have been grouped in with the persistent experiences of native-born Black males (Nesbett, 2002; Williams, 2005). This phenomenological study examines the lived experience of foreign-born Black males in higher education. Ten face-to-face interviews were conducted in order to describe the essence of this phenomenon. The findings from this study revealed five themes that explained the lived experience of foreign-born Black males in higher education is complex and challenging. These five themes are family influence and expectations, coping with language proficiency challenges, discovering the race card, bridging the gap through campus support programs, and mixed interactions with faculty. In addition, this study provides a narrative about the experience of foreign-born Black men in a predominantly White institution. Lastly, this study provides insight to aid policymakers, higher education practitioners, and others connected to foreign-born Black males to better understand how unique their experiences are in American higher education. [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.]