The present study explored the learning challenges that African American female students experience in their algebra or biology courses. Existing literature does not fully explore this subject, as studies are often inclusive of all races (i.e., all girls in science, technology, engineering, or math [STEM] fields) or all genders (i.e., all Black students), or the study has a strong quantitative aspect, which minimizes the personal perspective of the population. The purpose of this study was to provide qualitative input from African American female students who received a D or an F in a least one academic quarter in their biology or algebra class. The participants in the study provided details of their learning journey through semi-structured interviews and journal entries. The research questions of the present study were as follows: How do 10th grade African American female teens who have been academically unsuccessful respond to STEM learning challenges in their algebra or biology courses? In what ways do 10th grade African American female teens who have been academically unsuccessful feel supported or targeted in their algebra or biology courses by their teachers? A thematic analysis was applied, which produced findings that teacher/substitute efficacy, rushed learning environments, insufficient parent/guardian support, test anxiety, ineffective instructional support resources, and ineffective peer support were significant contributing factors to the participants' learning challenges. It is recommended that future research be conducted to create effective resources/opportunities for parents and/or guardians to assist their child in their academic 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.]