This study examined the social and academic experiences of non-traditional Black male students currently enrolled at predominantly white institutions (PWIs) and determined whether those experiences promoted or hindered their persistence to graduation. The Thriving Quotient Theory was the study's conceptual framework to analyze persistence and how these students thrive in a post-secondary education setting. Seventeen students from two PWIs participated in the study. The research addressed three primary questions: (1) How does academic thriving impact persistence to graduation? (2) How does intrapersonal thriving impact persistence to graduation? and (3) How does interpersonal thriving impact persistence to graduation? The research questions guided this study in understanding experiences of the nontraditional Black male phenomenon. Themes were determined in three broad categories from the framework: (a) academic thriving, (b) intrapersonal thriving, and (c) interpersonal thriving. Nine themes were identified based on the research questions that provided significant results based on the interviews from the participants. The research highlighted that students who exceled in time management were more prepared, engaged, and committed to their learning journey, contributing to academic and social success. They also attributed their success to faith, resilience, and diverse citizenship. Despite challenges, nontraditional students actively pursue their academic and personal goals, demonstrating the importance of hard work and dedication in achieving academic and social success. This qualitative study addressed the academic and social experiences of nontraditional Black male students at PWIs. [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.]