College students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns in Black male college students. Thus, the purpose of this narrative study was to expand the understanding of the lived experiences of Black male students who have dealt with suicide ideation while enrolled in college. The study asked two research questions: (1) How do Black male students who have experienced suicide ideation while in college perceive the impact of their suicide ideation on their collegiate academic and social journeys? and (2) How do Black male college students utilize university resources (counseling centers, campus-affiliated clergy), family, and peers after their suicide ideation experience, and what is their perception of these resources? The research focused not on the actual experience of suicide ideation itself, but the perceived impact of suicide ideation on Black male college students' academic and social journeys. The academic journey includes the impact on students' grade point averages (GPAs), impact on attendance, and desire to complete academic assignments. The social journey focuses on participation in extracurricular activities and relationships with faculty, staff, and peers. This research used the conceptual framework, Model for Mental Health Help Seeking Behavior (MMHHSB), as a foundation (Barksdale & Molock, 2009), which explains how family, peers, and the church influences the help seeking behaviors for mental health issues within the Black men population. This study involved interviewing six Black males who had experienced suicide ideation within college, were a current student or recent graduate within 10 years, and presented no current suicide ideation within the last 12 months. In addition, three university counselors who had worked with Black male college students and three campus-affiliated clergy who had worked with Black male college students were interviewed. The findings are presented in three stages: "pre-collegiate experiences," "collegiate experiences," and "post-collegiate experiences." In the pre-collegiate experiences, findings which were highlighted included: (1) supported to pursue college, (2) lack of support in the application process, (3) family and community attitudes and beliefs, (4) stigma, (5) generational trauma, and (6) church influences. The findings in the pre-collegiate experiences served as a major contribution to new information to the literature about suicide ideation within Black male college students. The subtheme, generational trauma, expanded on the understanding of the reasons that the Black male participants were reluctant to seek help for mental health services. Generational trauma that occurred in the Black male participants' lives, seemed normal and there appeared to be no need to seek mental health counseling. Generational trauma is an unique experience of the Black male college students, which makes them different from their White counterparts. The collegiate experiences focused on findings about the: (1) academic and social challenges experienced by the Black male participants during college post-suicide ideation, (2) support from family, peers, and university staff post-suicide ideation, and (3) the perception of the counseling services on universities' campuses. The post-collegiate experiences focused on findings about how building resiliency was important throughout their collegiate journey. The findings that discussed the resilience of the Black male participants were consistent with the literature. [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.]