The low graduation rate of African American students is currently a problem. African American students are being enrolled in predominantly white institutions (PWIs) of higher education but are not graduating at the same pace as their counterparts. It is important for higher education institutions to learn more about their student population and what it takes to help them successfully make it through college. Several reasons for failure in making it through college have been revealed but there are factors that are still unknown (the hidden curriculum) that affect the academic success of students of all races. Scholars have explored and written information about the hidden curriculum as it relates to all students. However, there is a gap in literature about the affects the hidden curriculum has in and outside the classroom setting that hinders the academic success of African American students at PWIs. Currently there is a tremendous amount of literature regarding the hidden curriculum in the medical field, but none as it relates to the academic success of African American students in PWIs. For the purposes of this study, the hidden curriculum does not apply only to African American students but on a broader perspective in which a comparison was made between African American students and students of other races attending post-secondary predominantly white institutions. The purpose of this qualitative case study was to gather information from African American college students attending PWIs regarding their perceptions of what is hidden and unknown to them (the hidden curriculum) which could possibly prevent or have prevented them from being academically successful and progress towards graduation. The underlying theoretical frameworks for this study were derived from the works of Henry Giroux, CRT, and Stereotype Threat. Interviews and focus groups will be utilized as data collection tools. A population sample of eight African American students who currently attend or previously attended a PWI was used. [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/en-US/products/dissertations/individuals.shtml.]