The purpose of Advanced Placement (AP) courses is to prepare students for college. Many colleges and universities award college credit for students who are able to make a passing score on the AP exam. Data from the College Board shines light on the inequities present with African American students and their enrollment in AP courses. Moreover, inequities were exposed locally when the school district of the study performed an equity audit which revealed that African American students, in particular African American male students, were underrepresented in AP courses in comparison to their counterparts. This mixed-methods study investigates educators' perceptions of the recruitment of African American males in AP courses. Part I, the quantitative portion of the study, consisted of a survey that was administered to educators who had a direct impact on the recruitment of African American males into AP courses. The survey participants included: Advanced Placement teachers, counselors, assistant principals, and principals' students in Grades 9-12. Part II, consisted of interviews from five district level educators that have a direct impact on the recruitment of African American males into AP courses. A triangulation design was utilized to analyze the quantitative and qualitative data results. After reviewing the qualitative data, four major themes emerged from the study: Academic Advising, Teacher Preparation, Perceptions of the AP Program, and Early Identification. These themes led to the creation of four recommendations for action aimed at informing school and district leaders about practices they may implement to improve academic experiences for African American male students. The four recommendations for action are listed as follows: (1) to adequately train counselors with ongoing professional development on how to advise students and families of the benefits of AP courses; (2) to work with College Board to streamline professional development for AP teachers so that professional development is consistent throughout the year; (3) to empower AP teachers to build positive relationships with students and to work with students, parents, and other stakeholders to negate negative perceptions about AP courses, and (4) to create systems that will bridge between school buildings, to identify potential African American male AP students as early as elementary, and place these students on academic tracks that will lead to AP placement in high school. The data from this study could be used to inform district leaders on effective practices to ensure the recruitment of African American males into AP courses. [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.]