Although the national graduation rate for African American males is only 47% (Schott Foundation for Public Education, 2010), few studies have explored their experiences in adult basic and literacy education (ABEL) programs. This study draws on prior research to explore the relationship between literacy and identity and its potential for illuminating African American men's participation in ABEL Programs. The findings indicate that negative early schooling experiences and the social and historical context in which African American men live shape how they perceive and engage with literacy. Non-participation and inconsistent attendance in ABEL programs do not necessarily indicate that these men do not want to learn; rather, they may signify resistance to an alienating environment. In addition, literacy is viewed in light of its benefit to their current circumstances, not as an inherent value. Consequently, understanding African American men's daily lived experiences can challenge negative stereotypes and provide opportunities for learning. (Contains 1 endnote.)