This study examined the lived experiences of non-traditional high achieving Black males that graduated from a predominantly White institution. The main research question asked: How do non-traditional Black males become high achieving collegians at a Predominantly White Institutions? The purpose of this qualitative single case study was to explore the lived experiences of non-traditional Black male collegians who became high-achieving college students at a predominantly White institution. The thriving quotient theory was used as the theoretical framework to address how these students thrive in post-secondary education. The data were collected through semi-structured interviews and a focus group discussion with four participants. Through the data analysis, three themes emerged: (1) accountability; (2) infrastructure; and (3) resources. Findings showed that all participants engaged in the institution by holding themselves accountable, identifying infrastructure and resources to support academic achievement. This study is expected to contribute to institutional policies and identify supports that impact the success of Black male collegians. [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.]