Black male students have limited access to advanced placement classes and are often placed in special needs courses more frequently than their white counterparts (Hines et al., 2020; Wright et al., 2017). When compared to other demographic groups, indicators such as persistence, graduation rates, and GPA suggest Black male academic achievement outcomes are subpar. Closing that academic achievement gap continues to be a vexing challenge. Societal issues such as socio-economic background, mental health challenges and associated taboos regarding mental health in the Black community present barriers to achievement. The lack of elementary and secondary academic rigor is also a determining factor that may influence college preparedness. Existing research has reinforced the need to address these issues. Without a change to traditional approaches, the magnitude and long-term systemic nature of these societal issues will remain insurmountable. The primary purpose of this study was to explore the effectiveness of a recently launched Historically Black College and University (HBCU) integrated intervention program explicitly designed to improve Black male college students' academic achievement. A sequential explanatory mixed methods approach examined participating Sophomore Black males' perceptions of how the intervention program promotes improved academic function, enhances student engagement, enhances social integration, and supports their sense of belonging, mental health, and well-being. The study underscores the urgent need and emphasizes the significance for targeted support initiatives to enhance academic rigor and success for HBCUs black males. The study's results also support the argument that positive learning environments are effective in enhancing student agency, and a sense of belonging; thus, providing an enriching academic experience. This work is intended to inform educators and administrators on strengthening curriculum and improving Black male student success outcomes. [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.]