The purpose of this qualitative descriptive study is to explore how African American single mothers describe the efficacy and accessibility of afterschool enrichment programs for elementary school children from socio-economically challenged homes. This study will contribute to the gap in the literature with respect to African American single mothers' perceptions of United States afterschool enrichment programs (Watts et al., 2017). The theoretical foundation for this qualitative descriptive study is Bronfenbrenner's (1979) ecological systems theory. The raw data collected from the interviews and focus group sessions were analyzed using Braun and Clarke's (2006) thematic analysis method that resulted in 138 initial codes, refined into four major themes. The final four themes are as follows: Theme 1: African American single mothers described social skill development, emotional and psychological growth, and exposure to new experiences as benefits their children gained from after-school enrichment programs. Theme 2: African American single mothers highlighted deficiencies in after-school enrichment programs, such as inadequate academic support, program quality and staffing issues, and challenges in child maturity development, that influence their overall efficacy. Theme 3: African American single mothers described financial barriers, enrollment difficulties, and logistical constraints as challenges in finding and enrolling their children in after-school enrichment programs. Theme 4: African American single mothers described positive enrollment experiences, community and program resources, and suggestions for improvement. [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.]