The goal of this study was to examine the perceptions African American males held about collaborative learning as means to increase their academic success at a predominantly white institution (PWI). This study used a qualitative case study design to investigate the perceptions held by this group of participants. The qualitative case study approach was selected because it provided the researcher with the ideal means to focus on discovery and insight from the perspective of participants with the data produced being in the voice of the participants. The study’s findings indicated that the majority of African American males preferred using the collaborative learning method because it was easier to interact with their professor and peers in the classroom which they perceived as making learning easier. Interaction in the classroom was perceived as creating a learning environment that made learning exciting, much deeper, and much richer. There were two unexpected findings of the study: (a) isolation in the classroom did not affect the academic success of these participants, and (b) the feeling of isolation was perceived as being a choice. The findings of this study implied that collaborative learning was perceived to create an environment that could be more conducive to learning and could be perceived as the difference between African American males succeeding in the classroom and discontinuing their postsecondary education at this institution. Further research is recommended based on the study findings.