This study investigated factors that promote and inhibit the academic success of elementary African American males in grades 3 through 6 in a rural school in Mississippi. The qualitative study analyzed interview data gathered in 6 face-to-face interviews with 16 African American males over a 3-month period in the 2002-2003 academic year. All students were regular education students between 8 and 13 years old. The interviews focused on home and school experiences and how these two environments affected their academic success. Findings reveal that academic assistance and parental involvement were primary factors supporting and promoting their academic success. In addition, classroom distractions, study habits, problems at school, and school safety concerns were inhibitors of their academic success. Among students who did not perform well academically, early literacy activities had not been a substantial part of their preschool experiences. Recommendations growing from the study included a similar study with African American males from different parts of the United States and a replication with African American girls to compare their responses to see if they have the same viewpoints related to academic success and failure. (Contains 24 references.) (Author/SLD)