The purpose of this mixed method study is to explain the ecology Black males experience as they transition from elementary school to middle school in terms of behavior. The Black male graduation rate is well below 50% nationally (Orfield, Losen, Wald, & Swanson, 2004; Schott Foundation for Public Education, 2010). Graduating from high school is the minimal requirement in order to proceed with further education and have financially stable and socially acceptable life outcomes (Aron, 2006). The possible potential of dropping out of high school begins with the transition from elementary school to middle school and may include factors such as receiving an unsatisfactory behavior mark or failing math in sixth grade (Balfanz, 2009). The ecology of Black male behavior relative to the transition from elementary school to middle school focused on the five subsystems in Bronfenbrenner's Ecological Model: Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem. Using analysis of variance (ANOVA), it was determined that there was a significant difference in the number of behavior referrals Black males received compared to White males as they transitioned from elementary school to middle school. Black males on average received more discipline referrals than White males. Five themes emerged as eight participants responded to interview questions: changes in personal worldviews, changes relative to reactions to peer influence, changes relative to interactions with teachers, changes relative to surrounding school environment, and changes in the interplay of home/school environment. Recognizing how ecological variables affect secondary education, post-secondary education, and career paths, which, in turn affects lifestyle decisions, ultimately impact society relative to enhancing educational initiatives and improving the overall economy. This research shared the stories of Black males and advocated for improving practices during this critical education transition. It is imperative that Black males, especially Black males experiencing major behavior conflicts in school, have skillful professionals who are able to discern their cognitive and behavioral needs. [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.]