Black student retention in institutions of higher education is an important 21st-century issue. Thompson, Gorin, Obeidat, and Chen (2006) asserted that Blacks are still underrepresented in institutions of higher education and graduate at lower rates than Whites and Asians over a 5-year period. According to the American Council on Education, at the turn of the century only 40% of eligible Black students went to college, with only 46% of the 40% graduating within 6 years (Astin & Oseguera, 2005). At our own university, a large Midwestern research institution, available data indicate that the 4-year graduation rate for even the highest ability students is approximately 25% higher for Whites than for Blacks (Zetterberg, 2003). This public university serves more than 65,000 students, with 40,437 of those being undergraduates (University Relations, 2006); Blacks make up 4.7% of the undergraduate population, and students of color comprise 17.3% (Office of Institutional Research, 2006). Considering Black undergraduates who enrolled in 1998, of those with the highest college entrance scores only about 25% graduated 4 years later, in 2002 (Zetterberg). In an effort to improve retention and graduation rates on our campus, two Black faculty have responded with the African American Student Network, or as students call it AFAM (signifying African American and “A Family”). We write the current paper to share our response to the problem of retention at our university and to explore Black student experiences. We include an overview of our program and a pilot study assessing the program’s impact.