Although research is scant, there is a growing interest in the manifestation of the racial and cultural context on the schooling of biracial students. The purpose of this qualitative research study was to explore the schooling experiences of 10 Black-White biracial students. Specifically, the goals of the study were to (a) identify the factors Black-White biracial students, ages 16 to 22, perceive as influential in their schooling; and (b) identify the factors the students’ parents perceive as influential in their children’s schooling. This study includes a brief review of the literature related to the schooling experiences of Black-White Biracial students. A qualitative phenomenological methodology was used to guide the design, implementation, and analysis of the study. The findings from the interviews with the biracial youth and their parents resulted in five themes, which were (a) region and school diversity; (b) peers; (c) teachers; (d) curriculum; and (e) socioeconomic status. Implications for researchers, policy makers, and teachers are outlined. (Contains 2 tables.)