Black male students are underrepresented in Advanced Placement (AP) courses. Studies on the perspective and experiences of high-performing Black male students with Advanced Placement (AP) is limited. Available research indicates that high-performing Black students are enrolled at half the rate of White students both nationally and locally in Advanced Placement (AP) courses (Dept. Of Civil Rights, 2021). Research uncovers multifaceted factors influencing enrollment, ranging from personal motivation to systemic barriers. To qualitatively address this dissonance, this research used Attribution Theory as its framework to examine the lived experiences and perceptions of eight high-performing Black male students from a Northeastern public secondary school to determine the factors that influence their decisions to enroll or not enroll in Advanced Placement (AP) courses. This study employed a case study method utilizing to explore specific social phenomenon within its natural content (Yin, 2009). Through semi-structured interviews, the participants articulated their perspectives, allowing the researcher to gain insight on factors influencing their decision to enroll or not enroll in Advanced Placement courses. The research data revealed that participants' decisions to enroll or not enroll in AP courses were influenced by both internal and external factors derived from their lived experiences. Several themes emerged that influenced the participants' decisions to enroll or not enroll in AP. The factors included internal drive and motivation, the influence of parents, guardians, and siblings, interactions with school staff, relationships with peers, and societal barriers. Based on research findings, this paper offers evidence-based recommendations for both practice and policy. These recommendations aim to guide future studies and facilitate organizational changes in education. By analyzing research data, the paper seeks to propose actionable strategies to tackle challenges and advance equity in educational settings. These recommendations span from bolstering support structures for students to integrating culturally responsive practices. The goal is to drive positive transformations and empower stakeholders within the education system. By implementing these strategies, schools can cultivate an environment conducive to the enrollment, retention, and success of Black male students in AP courses, thereby enhancing their academic achievements and prospects for the future. [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.]