This qualitative case study sought to analyze and describe both the quantity and quality of African American history curriculum integration into Virginia's U.S. History curriculum standards at three points in time (2008 standards, 2015 standards, and revised 2020 standards) in the three U.S. history courses (USI, 5th; USII, 6th; VUS; 11th). Regarding quality, the study measured African American history integration in the three identified U.S. History courses in the three standards revision years according to Banks' (1994) Four Levels of Multicultural Integration, as defined and discussed in the Conceptual Framework. The study results indicated Virginia's U.S. history courses integrate African American history equal to or to a higher percentage than has been denoted in previous national studies, with the 2020 standards drafted by the African American History Commission having the highest African American history integration. However, integration of African American history occurred on average at the lowest levels of James Banks' Four Levels of Multicultural Integration, the contributions or additive levels. None of the courses analyzed had standards that integrated African American history at the social action or decision-making level. [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.]