This qualitative, narrative multi-case inquiry study aimed to explore how a network of mentors influenced Black men attending Indiana's statewide community college system. The study drew 17 participants from 11 of the community college's 19 campuses interviewed through Zoom during the fall 2021 semester. The literal assumption was that students would benefit from a structured mentoring program. The idea was that community colleges should identify ways to create targeted programs to address Black male students. Through investigation of the research, participants favored informal and formal mentoring networks. The emerging themes were that participants considered community members and campus personnel who cared about them as mentors regardless of race, gender, or age. Participants identified academic advisors as primary campus mentors. Participants' community of family and friends strongly impacted their academic success. They considered people who assisted and supported their journeys part of their network and family. Though students praised their college experience, they differed on the value of higher education. Some found live experiences and new electronic means of acquiring information as valuable or more relevant than the college experience. Finally, though students rarely encountered Black faculty and staff, they emphasized the need for Black male students to advocate for themselves and connect with faculty and staff. These themes will help understand how better to connect Black men to community college faculty and staff. [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.]