Black male students discover themselves in a quandary with respect to schooling. Although, there is a need and desire to be educated therein also lies a systemic dominant culture within higher education that works to devalue Black male students' culture, voice, and lived experiences. Even though abundant programs have been carried out in colleges to support Black males' adjustment into and progression throughout higher education, research shows that this population of students are nevertheless the most marginalized and disproportionately impacted in terms of retention, academic progress, and success. To disrupt these patterns, more research is needed on how to cultivate academic learning environments that denounce and discontinues the use of anti-black and deficit educational frameworks. Therefore, the purpose of this study is to examine the schooling experiences of former Black male members of the "African American Male Leadership Program (AAMLP) at Diablo Valley College, regarding social, personal, and academic support and achievement. This critical qualitative study centers distinct set of pedagogical strategies employed in AAMLP created to provide a safe, sacred space needed for Black male convening and cultural formation to persist purposefully, progressively, and passionately through schooling. In doing so, this study gives voice to Black male community college students who are too often silenced. Likewise, my research provides a platform for unapologetic and prolific counter narratives to schooling experiences of a historical marginalized population that thrived despite inequities. [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.]