Many studies involving African American male students have focused on achievement gaps and student retention models of those attending four-year institutions. However, there are limited investigations of African American male students at the community college and very few that focus on faculty perceptions. This study employed a mixed Delphi methodology to investigate faculty perceptions of African American male students at a community college. A series of questionnaires and structured focus groups helped answer questions about faculty perceptions, classroom challenges and strategies for addressing those challenges. The study also examined strengths and contributions unique to African American males. Factors perceived to affect the success of African American males are based on V.C. Mason's (1994, 1998) Conceptual model of African American male persistence in the community college. These variables may have a negative or positive impact on student academic success and faculty perceptions. Some of the challenges identified by the participants included both environmental factors and academic preparedness for college level work. More than 50 percent of the study participants noted other concerns such as: attendance, passivity, resistance to ask for help, financial constraints and barriers to trust and openness. This research focuses on faculty perceptions in the academic pipeline. KEYWORDS: African American male students, Black male students, faculty perceptions, community college, Delphi method.