This dissertation examined the perceived impact of education abroad programs on the retention of African American male students in higher education, utilizing Kolb's Theory of Experiential Learning and Tinto's Theory of Student Retention as the conceptual framework. Given the underrepresentation and systemic barriers faced by this demographic, education abroad programs were explored as avenues for personal growth, enhanced self-efficacy, and the development of a global perspective. The study sought to understand whether these programs contributed to improved educational outcomes, including retention rates, academic performance, and career readiness, specifically for African American male students. Employing a qualitative methodology, semi-structured in-depth interviews were conducted to explore participants' experiences, focusing on the effects of study abroad on their academic and personal development. The findings show that education abroad significantly impacts retention and success by fostering cultural competence, self-awareness, and a sense of belonging among African American male students. This study fills a critical gap in the literature by offering insights that can inform the design of more accessible and inclusive education abroad opportunities for African American males. The significance of this study lies in its potential to guide the development of policies and practices that promote greater retention, academic engagement, and equitable access to global learning opportunities for African American male students in 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.]