This qualitative study examined the perceptions of African American college freshmen on the academic achievement gap in mathematics between African American male and African American female high school students. The study used grounded theory methodology to survey college freshmen and gain their insights, views, and observations about this gap. This study took place in a Mid-Atlantic historically Black university. The study was limited to African American students over 18 years old. The method for data collection was an open-ended online questionnaire. The researcher analyzed the data to identify major themes. Data were thoroughly examined and coded for descriptions and themes to provide a complete analysis of the results. The following themes emerged from this study: the impact of belief systems on achievement, the impact of opportunities or lack of opportunities on academic achievement, racial and/or gender bias, how communications or lack of communications influenced participant's academic success, and the emotions surrounding academic achievement in mathematics. This study supports the need to affirm the academic abilities of all African American students. [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.]