This mixed-methods study explored American College Test (ACT) composite scores and Tennessee Value-Added Assessment System (TVAAS) growth scores in connection with a student's race, socioeconomic status, and gender as well as perceived factors that promote or inhibit success on the ACT. Quantitative data were collected from existing TVAAS data for 361 students who were currently or previously enrolled in the participating school. Inferential statistics were used to assess quantitative data where ACT score and TVAAS growth scores served as the dependent variables while (a) race, (b) SES, and (c) gender served as the independent variables. Qualitative data were collected from 214 students to determine their perceptions on what might encourage or inhibit success on the ACT. A statistically significant difference in the ACT composite scores was found among students according to socioeconomic status and race. Additionally, there was a significant difference in TVAAS growth scores between males and females as well as between Black and White students. Qualitative data indicated that factors found to strengthen ACT scores included preparatory classes, test-taking strategies, and self-motivation, while factors found to inhibit ACT scores included test timing, online testing, and environmental conditions. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]