This qualitative phenomenological study aimed to explore Black men's lived experiences at predominantly White institutions (PWIs) through a student involvement lens. This study used critical race theory to determine if the experiences of Black men align with the desired outcomes of involvement theory. Racism is acknowledged by critical race theory as maintaining racial inequality. Involvement theory explains how students develop by being involved on campus. The current study explored the experiences and narratives of seven self-identified Black men and their perceptions of involvement at PWIs in the Midwest. Findings are classified according to three themes: impact and motivation, navigating the campus community, and a lack of support from campus administrators and peers. This study concludes with a discussion of implications for future research and practice, including student leader and advisor training to support Black men, constitutional audits, increased strategic planning, and long-term engagement strategies.