The research reported in this paper is a follow-up study of a cohort (N=115) of African American males who attended a predominantly African American suburban school, Metropolitan High School (as it is called here) between 1986 and 1989. Cohort members have reached an average age of 21 years. Their former school district is located in a predominantly African American, near-central-city suburb. The mission of the high school is: "To ensure quality education for all students through effective teaching in a caring environment." This article examines the school-to-work and school-to-college transitions of the African American suburban cohort by linking its members' perceived high school experiences with their postsecondary activities. In the experimental format used here, the liberal use is made of quotations from the interviews to provide ample samples of the voices rarely heard in scholarly literature, those of African American males. The major foci are: (1) teachers and the academic challenge; (2) mathematics and the sciences; (3) career planning; (4) postsecondary educational pursuits; and (5) the realities of being African American, male, working-class, and unskilled. The similarities between the outcomes described by this group of African American males who attended a suburban school and their counterparts who attend troubled urban inner-city schools across the nation are noted. Five tables illustrate the discussion. (Contains 16 references.) (Author/SLD)