In recent years, there has been a shift in studies of black males and academic performance from a deficit perspective to a resilient framework. This study used a qualitative case study approach to understand black male college graduates' perceptions on the impact of the Middle or Early College high school (MEC) on their development of non-cognitive traits such as grit and persistence that may contribute to their success in attaining a college degree beyond an associate's degree. Two-part semi-structured interviews were used to understand participants' (N=20) high school experiences at Eastern MEC, the environmental influences on developing coping mechanisms and grit relating to their social position, and to understand the participants' application of their MEC experiences to their college experiences that assisted them in persisting and degree attainment. The "Racial Fairness Subscale" was used to measure the students' perceptions of racial fairness at Eastern MEC, in association with the "integrative model" theoretical framework that suggests that black males' racialized experiences can indirectly affect their academic perseverance and success; the "Grit-S" scale was used to measure black males' grit levels to understand if grit played a part in their college persistence and degree attainment. Using three layers of qualitative coding, member checking, triangulation, and thematic visualization, the study found that for the study participants, college readiness and positive racial identity were contributing factors that fostered academic perseverance or grit that led to college degree completion. Participants were gritty males and the grittier they were, the more likely they were to pursue degrees beyond a bachelor's degree. The study also found MEC served as an intervention model to support black males in fostering academic perseverance or grit while in high school through early access, exposure and navigation of the college system, non-cognitive factors, and racial representation in a racially fit environment. When black males have access to individualized support, peer support, positive racial representation including black male role models, and rigorous educational opportunities early in their high school careers, they reported higher persistence in closing the academic achievement gap and the completion of their college degree and advanced degrees. Theoretical and practical implications of the study are also discussed. [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.]