This dissertation utilizes a basic qualitative exploratory approach to examine the schooling experiences of eight Black high school males in a predominantly White community. It seeks to understand how they define and make sense of their own mental health and well-being through a theoretical framework of Mental Health and Well-being: A Socio-Ecological Model (Michaels et al., 2022). The findings of this dissertation revealed that the schooling experiences of Black males is multifaceted, with both positive and negative aspects that influence their understanding and management of their mental health and well-being. Despite this complexity, participants generally expressed a positive overall mental health, attributing this to a range of coping skills they would employ when faced with challenging situations. While peers and school staff were perceived as sources of support in navigating challenges, they were also identified as contributors to issues related to school belonging, safety, and racial identity. Participants discussed the pressures of acceptance while also navigating instances of racism and microaggressions from their peers and school staff. However, participants were able to acknowledge that their involvement with extracurricular activities and the support provided by their school regarding mental health and well-being, had a positive impact, mitigating some of the challenges faced by Black males. The implications of this study are relevant for school officials, administrators, teachers, researchers, and families, providing insights into how to better support Black males attending schools in predominantly White communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]