African American male students are performing on a lower level than their peers. The purpose of this study was to identify the interests, attitudes, and beliefs of 5th grade African American boys regarding reading. Examining this aspect from the perspective of the student provided insight as to why African American boys' reading assessment scores have been lower than the reading assessment scores of 5th grade Caucasian American boys. Guided by the theory of black masculine literacy, which addressed the relationship among race, masculinity, and literacy, this study answered 3 research questions related to the perceptions of 5th grade African American male students, their reading interests, and perceived barriers to reading. A qualitative case study design was used for this study and drew from multiple sources of evidence such as observations, documentation collection, and interviews. Data were examined for patterns, themes, and relationships to determine if the theoretical proposition was supported. Findings from this study revealed that reading was an important aspect of life to African American male students, but they had no control over the reading material and instructional strategies used in the school setting. These findings may be used by educators, authors, and education policymakers to find, access, and publish material regarding interests of African American boys. The findings may provide these stakeholders with the opportunity to develop and implement various motivational strategies that could be helpful for fifth grade African Americans boys' improvement in reading achievement, thus constructing positive social change. [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.]