Trends in higher education indicate that more women are earning advanced degrees than men and that male students in female-concentrated programs experience barriers to their academic success. This study investigated male graduate students' experience at a female-concentrated university. Four focus groups with 30 participants were conducted at a Mid-Atlantic university in the United States. Data was analyzed using grounded theory methodology. Participants identified with a wide range of masculinity norms, but focused on how their academic pursuits are tied to fulfilling traditional gender roles of worker, provider, and breadwinner and traditional gender norms of pursuit of status and being achievement-oriented. Participants experienced academic support from faculty and peers, which was tied into their sense of connection with their specific academic program. The perceived academic support and programmatic connection contributed to their desire to stay at the university and complete their degree. Practical considerations, such as being close to graduation and the high cost of transferring, were also reported as factors to their retention. The current research suggests that aspects of traditional masculinity and high academic motivation may be linked for male graduate students. Suggestions for future research and potential programmatic implications for male students at a female-concentrated university are considered.