This dissertation explores the perceptions of African American male students regarding mentoring programs at Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). It evaluates the impact on career planning, academic performance, and self-efficacy. Using a causal-comparative mixed-method research design, data from 42 undergraduates were analyzed. Findings indicate no significant differences in career planning and academic performance, but HBCU students exhibited higher self-efficacy. Qualitative insights emphasized problem-solving, personal growth, and belonging. The study highlights the need for effective mentoring tailored to African American male students, advocating for structured, sustainable programs to enhance their academic and career success. [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.]