The central goal of this study was to explore the influence of the African Caribbean students' home life on their chemistry achievement. The study utilizes a mixed-methods approach and two research designs. A quantitative correlational design (using Spearman Rho correlational analysis) and a phenomenological qualitative design were used. For the quantitative part of the study, a questionnaire was given to 18 Baltimore high school students. Chemistry test scores were also collected. The results revealed that the students' home factors associated with parental involvement and parental encouragement influences were all significantly correlated to the students' chemistry success and these factors were also best predictors of these students' achievement. For the qualitative part of the study, seven parents were interviewed. The interview data were coded and common themes identified. Qualitative and quantitative data suggested that "parental involvement factors" significantly influenced Caribbean students' academic success. The findings of this study also revealed that 1st-generation students (22% in this study) and 2nd-generation African Caribbean immigrant students (78% in this study) are doing well academically. Important implications are discussed.