This study asserts that African American males with higher grade point averages (GPAs) in college are also academically and socially integrated into campus and hold racial identity attitudes and self-efficacy beliefs that facilitate their level of institutional integration. The statistical study of 190 African American males attending five research universities reveals that successful African American males report a heightened sense of self-efficacy and were more satisfied with opportunities to interact with faculty. Black males with higher GPAs in college also report higher levels of faculty and social integration, though the relationship is moderated by their racial identity attitudes. Recommendations for improving educational outcomes of Black males attending predominantly White research universities are made. (Contains 4 tables and 1 figure.)