ABSTRACTThe purpose of this study was to understand the narratives of African-American male doctoral students at predominately White Institutions (PWIs). The research questions guiding this study were:1. How do African-American male doctoral students describe their doctoral journeys at predominately White Institutions (PWIs)?2. In what ways do the narratives of African-American male doctoral students support or refute the literature on African-American males in college?Narrative interviews were conducted with seven African-American/Black men who earned doctoral degrees from predominantly White institutions representing multiple disciplines, including educational psychology, higher education and leadership, adult education, and engineering science. The data revealed three major themes. First, it was found that all of the participants were the only or one of few African-American men in their doctoral programs and classes and carried that knowledge as part of their daily academic consciousness. Given their status as being the only one in their doctoral programs and classes, the majority of the participants said they experienced feelings of isolation, alienation, and invisibility. The secondtheme revealed that the participants survived the doctoral process by drawing on cultural wisdom and the advice of family members and other graduate students, African-American men and women. The third theme found in the data was that participants possessed a notion that they were earning a doctoral degree not only for themselves, but otherstheir community. There were two major conclusions from this study: 1.) African-American male doctoral students at predominately White institutions (PWIs) approached their doctoral experiences guided by a racial consciousness that informed their identities and helped them to navigate their educational experiences using a culturally grounded schema and; 2.) The narratives of African-American male doctoral students at predominately White institutions (PWIs) provided a multi-dimensional profile that both supported and refuted the literature, revealing stories of stress from underrepresentation, isolation and racial stereotyping, while also relating accounts of high performance, persistence, and strength.