The purpose of this study was to compare the learning experience of an African American male mathematics student within an online learning environment and in a traditional mathematics classroom. This case study examined the experiences of one African American male whose mathematics performance had historically been below average. Data collection methods included interviews, observations, and student artifacts. The study examined the presence of cultural exchange within the traditional classroom and the online learning environment, and how these environments impacted this student's learning in algebra I. Findings supported the online environment over the traditional classroom. The online classroom provided this student with access to information that facilitated his understanding of algebra at a pace and in an environment more supportive of his learning style.