Alarming statistics reveal that African American male students are encountering long-standing challenges in K-12 mathematics. However, few studies have explored the phenomena associated with African American males and K-12 mathematics education, particularly at the middle school level in the context of an Algebra 1 course of study. The purpose of this study was to investigate the experiences of six eighth-grade African American males enrolled in Algebra 1 within the context of a suburban middle school. Using an ethnographic design, the research addressed two questions: 1. What are the experiences of middle school African American male Algebra 1 students attending suburban schools with relatively low representation of African American students enrolled in the class? 2. What are the implications of these experiences? Semi-structured interviews, observations, data collection, and analysis yielded the following three themes: (a) a supportive learning environment and school context provide space and opportunity for positive interactions and overall academic success, (b) collaborative models present opportunities for support and learning in an Algebra 1 class, and (c) Algebra 1 serves as a gateway course to advanced educational and career opportunities. The implications of these findings provided the impetus for African American male student persistence within the context of a rigorous and high-stakes course, Algebra 1. [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.]