This study used focus groups to investigate the perceived impact of dating and courtship rituals on academic achievement in the form of grade point average (GPA). Using the phenomenological method, the conversation of participants served as an opportunity to learn about the lived experience of African American female students that attended a Historically Black College University (HBCU). As their identities were formed through interactions at home, in church, and within their social circle, students utilized dating practices learned during adolescence to support and guide them while dating during young adulthood on the college campus. Using the dialogue of focus group participants, the study provides a sense of how the 7 participants formed their dating practices and their experiences once they began to date while attending college. The study also explored solutions such as mentoring, to help with a phenomenon that has a potential retention issue for campuses working to retain and support emerging adults. Based on participant responses results showed that addressing the the need for mentoring support and modeling of dating and courtship rituals can potentially help students be more successful academically by equipping them with courtship practices and thus avoid shame and guilt often associated with the "hook-up" culture. By addressing the deficits of dating practices for emerging adults' schools can impact a student's emotional state and consequently a student's ability to establish and maintain a strong GPA as they work towards graduation. [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.]