The purpose of this quasi-mixed methods study was to explore how African American males' psychosocial factors impacted their motivation to pursue a postsecondary education and if differences existed between the demographic variables and external psychosocial factors of African American males who pursued a postsecondary education and those who did not. This study involved a purposive sample of 12 African American males who recently graduated high school in an urban school district in the Southeastern United States. This study also included a convenience sample of 47 African American males, secured using online communities throughout the United States. Qualitative data collection included semi-structured interviews, and quantitative data collection included an online questionnaire via Qualtrics. Common themes of the psychosocial factors that influenced participants' motivations to pursue a postsecondary education were "family expectations, passion and learning, future employability, extra-curricular activity, confidence (self-efficacy), peer influence, mentors and school personnel," and "differentiated instruction." Common themes that motivated participants not to pursue a postsecondary education were "a lack of information and resources, lack of modeling, social environment, lack of quality teaching and mentoring, racism and others' low expectations, identity challenges," and "pursuing immediate income." The online questionnaire showed subtle differences between responses of postsecondary and non-postsecondary participants: "Pre-K-12 school environment, high school completion GPA," and "current neighborhood classification." Interesting similarities were their "average ACT composite scores" and the percentage of participants whose "father was not involved in their education." Regarding external psychosocial factors, it was determined using a one-way MANOVA that significant differences did not exist between both groups on the various dependent variables ("Wilk's [lambda]" = 0.841, F(7, 37) = 0.998, p = 0.448, [digamma superscript 2] = 0.159). However, it was determined that potential differences between adult African American males with baccalaureate degrees and those without baccalaureate degrees on teacher/mentor effectiveness, SPS reassurance of worth, and SPS guidance needs further study. Finally, implications for practice included recommendations for teacher and staff professional development and, for African American K-12 students, increased access to information regarding postsecondary opportunities; African American male mentors; and advising, resource, and educational intervention supports at particular transition points. [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.]