This study interviewed 15 incarcerated African American males about their participation in correctional education. The data was considered in light of various motivation theories with particular emphasis on a sociocultural theory of motivation. The largest amount of data described non-educational reasons subjects participate in correctional education. These motives derived from the situated context of incarceration. A comparison of stated reasons African Americans participated in correctional education and their learning orientations demonstrated a congruence with Houle's typology of adult learners. All subjects described their lack of education as a deficit and strongly felt that correctional and adult education was necessary for a successful reintegration into the community. (Contains 1 table.)