Research indicates that Black male collegians tend to disproportionately seek out postsecondary educational opportunities at community colleges; despite this, a paucity of Black men actual transfer to four-year colleges and universities. In order to help facilitate transfer for Black male community college students, this article investigates the effects of student engagement on Black male students’ self-reported likelihood of transfer. The implications of this study provides compelling context for institutional practice and future research to help community colleges be more intentional about improving transfer outcomes for among Black male students.