Despite the importance of increasing the number of graduate degrees awarded to members of minority groups, there has been little research on how minority students adapt to the graduate school environment. The present study examined how social integration and social support were related to academic performance and psychological well-being among 89 black graduate and professional students. Findings indicate that black graduate students were not well integrated into their academic environment. Students in relatively more integrated departments were better adjusted, had higher grades, and perceived themselves to be making good progress in their graduate work. These students were also less likely to have considered dropping out of school. Frequency of out-of-school contact with black faculty and the number of black students in the department were important social integration and social support variables. The implications of these findings for minority student retention are discussed.