The purpose of this study was to explore the influence of K-12 virtual school models on the educational outcomes of African American students. This study sought to (a) contribute to the growing body of research and literature on virtual schooling models, (b) enlighten stakeholders regarding K-12 African American students in a technology-driven paradigm, and (c) elucidate means to improve schooling experiences of African American students that lead to better outcomes. This study examined the impact of the relationship between virtual schools and the academic success of African American students in Kindergarten through Grade 12. Through this qualitative case study, current and former virtual teachers of African American students reported the benefits and challenges of using technology and online curriculum to support African American students. The data can serve as a research-based guide to determine if a virtual school option would benefit or hinder student academic growth and gains, based on the student demographics they serve. [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.]