Adverse childhood experiences (ACEs) can impact an individual physically, emotionally, and socially while also influencing cognitive development and academic outcomes. Mathematics learning requires cognitive clarity and the ability to solve problems and make decisions. Guided by the contemporary theory of trauma, the theory of allostasis, and ecological assets, this descriptive qualitative study used deductive and inductive analytical approaches to explore 10 African American community college students' descriptions of their responses to ACEs, in general and their perceptions of how their ACES influenced their mathematics learning specifically. The participants described how ACEs influenced their cognitive, emotional, and social development, challenges with attachment and dissociation, and how their ACEs influenced their ML in their youth and adolescence. The study identified key themes, including participants' affective responses to ACEs, ACEs' influence on participants' learning abilities, including ML, and navigating adversities through resiliency and ecological assets. The study's findings have practical implications for educational leaders, social workers, and mental health professionals. For mathematics educators, insights into students' disengagement and learning difficulties during mathematics instruction were provided. The study also underscores the need for increased support services like therapist services and social-ecological assets like family support, friends, peer groups, and teachers to help students navigate their adversities. This suggests that school districts and colleges should increase support for trauma-informed teaching and counseling services. By understanding the influences of ACEs on academic success, particularly in the context of ML, these professionals can play a pivotal role in assisting African American students and adolescents in achieving academic success despite ACEs. [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.]