This study presents the lived experiences of eight African American male recent high school graduates in their mathematics classes. These young men are currently attending various colleges across the United States in pursuit of obtaining a college degree. A few of the young African American men who were interviewed faced challenges during their high school mathematics classes but managed to overcome them and achieve success. Others exhibited confidence and achieved the expected outcome of success. This qualitative study investigated the reasons for the triumph of those who struggled as well as highlighted the achievement of those who expected excellence. The qualitative research methodology employed was qualitative and involved conducting interviews with young African American men who were recruited from fraternities. This study used Critical Race Theory (CRT) as the framework for understanding the need for additional research. Critical Race Theory was used to establish interest in the area of African American male's educational experiences, specifically in high school accelerated classes. The interviews conducted revealed seven themes: 1) Math class placement; 2) perception of mathematics; 3) teacher influence; 4) parental involvement and/or influence; 5) prior experience; 6) classroom demographics; 7) view on success. Though there were some consistencies in certain themes, the research also revealed some dissimilarities in the participants' responses. These seven themes represent the participant's experience in each theme as they journeyed through high school, specifically in their mathematics classes. [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.]