Disparity of Black male academic achievement compared with non-Black males is well documented in a variety of educational settings (Dancy & Brown, 2008; Harper, 2006; Jackson & Moore, 2008; Sander, 2014; Strayhorn, 2012). The literature has primarily focused on discussing educational shortcomings of Black male students rather than exploring contributing factors, environmental supports, and systemic strategies that could improve achievement (Harper, 2009; Jackson & Moore, 2008; McGuire, 2005). Experts contend that an individually based perspective on the issue is too narrow and suggest structural factors within the broader campus environment should be identified and addressed (Douglas, 1998; Harper, 2009; Latz, 2012). The purpose of the article is to report a campus intervention that used photovoice to actively engage Black male students on a predominately White campus (PWC) by documenting their lives and advocating for structural changes to support their academic success. Photovoice is a method that has been used to conduct participatory action research in which participants use cameras to photograph their community's strengths and weaknesses, critically discuss issues that emerge, and advocate to decision makers and community members for change (Wang & Burris, 1997). The photovoice project's three goals were: (1) to enable participants to document their community's needs and assets; (2) to spark critical dialogue; and (3) to provide platform to influence change. The project resulted in increased campus dialogue around issues of race and improved organizational support for Black males on campus.