This case study utilizes mixed methods to evaluate the methods and processes used to recruit, to gauge student persistence and the graduation rates of black students in a Christian college setting. It examines the institutional practices and policies that influenced positive retention and graduation of Black students in small, private Christian colleges and universities associated with the Restoration Movement and how these methods and processes were used in two specific universities that demonstrate the highest percentage of retention and graduation rates from among other like institutions, according to efficacy, confidence, dispositional assessments, and qualitative data gathered from multiple perspectives. The conceptual framework for this study includes the triangulation through analysis of three specific areas: first, a consideration of the tenets of Restoration Movement (RM) schools with respect to their history in the United States; second, the application or avoidance of Critical Race Theory (CRT), and thirdly, the application of Social Integration Theory in recruitment and retention practices. The data collected generated a comparison of two groups utilizing quantitative analysis. Additionally, individual perspectives supported and enhanced the research design through rich descriptions of the experiences of students in these two schools. Data analysis revealed a descriptive analysis of what works and does not work in the retention, persistence, and graduation of Black students in private Christian schools (RM). [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.]