The purpose of this paper is to draw a comparison of high attrition rates among African-American males versus African-American females in higher education and examine the role of Supplemental Instruction (SI). The study was conducted at a minority institution (Winston-Salem State University) where African-American students are in the majority. For this study, data was utilised from Cooperative Institutional Research Program (CIRP) surveys, Accuplacer placement test scores of incoming freshmen populations, and academic assistance pursued through the SI Program by African-American male and African-American female students. Primary sources and available statistical information were also used. Comparisons were made between the study habits of African-American male and African-American female students and their implications for the retention rates of these students. These comparisons are presented in the findings section of the paper. Brief conclusions end the paper.