The purpose of this study was to determine which factors made the difference in African American/Black male students becoming high academic achievers. The goal was to support those in education, the community, and instructional designers to better understand the levers that matter in supporting African American/Black male students to be successful high academic achievers. The study employed a qualitative phenomenological research design. This design was chosen to better understand the meaningfulness and essence of African American/Black male students' lived experiences as high academic achievers. The study utilized a thematic comparative analysis process to the research data derived from interviews and a focus group. Based on the results, self-efficacy, sociocultural influences (family and friends), self-identity, future/life vision/goals, and belonging and relationships were the levers that mattered to the success of high academic achieving African American/Black male students. Teachers, school and district leaders, families and familial kinships, community organizations, instructional designers, and other African American/Black male students will likely benefit from the results of this study. [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.]