It is widely accepted that physical activity reduces the risk of heart disease, stroke, type-2 diabetes, metabolic syndrome, and a lower all-cause mortality rate (Calestine et al., 2017). Therefore, healthy lifestyles, including regular physical activity, play an important role in illness prevention and overall life expectancy (Awudza, 2018). Physical activity patterns during college are important influences on habitual physical activity during the full span of adult life, and therefore, have significant implications for short-term and long-term health outcomes (Varghese & Georg, 2017). Behavioral patterns established during these developmental periods impact young people's current health status and their risk of developing chronic diseases during adulthood. The purpose of this study was to examine the relationships between lifestyle-promoting behaviors, exercise self-efficacy, perceived benefits of physical activity, and barriers to physical activity among African American undergraduate students. This study also sought to determine which demographic variables, including the number of semesters completed, age, and hours worked per week, were related to lifestyle-promoting behaviors, exercise self-efficacy, perceived benefits of physical activity, and barriers to physical activity among African American undergraduate students. A cross-sectional, descriptive correlational research design was used to conduct the study. The theoretical underpinning that formed the study's overall conceptual framework was drawn from Nola Pender's Health Promotion Model. The sample for this study consisted of 100 African American male and female undergraduate students enrolled full-time at a historically black college and university (HBCU) located in the southeastern area of the United States. A vast majority of the participants in this study were female, lived on campus, and were single or never married. Major findings revealed no statistically significant difference in lifestyle-promoting behaviors, exercise self-efficacy, benefits to exercise, and barriers to exercise among undergraduate male and female students at a HBCU. Analysis was conducted to determine if there was a statistically significant relationship existing between lifestyle-promoting behaviors, perceived barriers to exercise, benefits of exercise, and exercise self-efficacy and selected demographic variables (number of semesters completed, age, and number of hours worked per week). Findings revealed a positive correlation existed between the perceived benefits of exercise and perceived barriers to exercise. A statistically significant positive correlation existed between the number of hours worked and age, number of semesters completed and age, semesters completed and hours worked, and exercise self-efficacy and exercise benefits. However, findings also revealed a statistically significant negative correlation between the perceived benefits of exercise and lifestyle-promoting behaviors, along with a statistically significant negative correlation between exercise barriers and lifestyle-promoting behaviors. The results of this study will aid in the development of culturally sensitive and age-appropriate interventions targeted at improving physical activity among college African American students. As students enter higher educational settings, their autonomy increases as young adults take control of their lives. Because many young adults are moving to on-campus housing or into their own apartments, greater time demands (e.g., work, class time), as well as the lack of access to places to be active, can become major barriers (Celestine, 2017). Therefore, it is important to design, implement, and evaluate the efficacy of targeted interventions that improve adherence to national physical activity recommendations. Because a decrease in physical activity and lack of health-promoting behaviors can result in negative health outcomes, it is imperative that college campuses incorporate health maintenance education, while creating a healthy campus environment. [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.]