The one segment of American society in desperate need of enhanced opportunities to learn is the young African American male population. Statistical data collected around the country corroborate the fact that African American males are least likely to succeed in the school systems of urban America. Of the most recent examples, Garibaldi (1992) reported that within the New Orleans (LA) Public Schools, African American males accounted for 58% of the nonpromotions, 65% of the suspensions, 80% of the expulsions, and 45% of the dropouts, while accounting for only 43% of the school population. Leake and Leake (1992) found in the Milwaukee (WI) Public Schools that only 2% (or 135) of 5,700 African American males enrolled in that city's public secondary schools had achieved cumulative grade point averages between 3.0 and 4.0, while 80% of the African American male high school population were performing below average. Similar appalling outcomes are reported annually by public school systems in Atlanta, Baltimore, Chicago, Cleveland, Detroit, and Washington, DC-all cities largely populated by African Americans. With such bleak educational outcomes in the inner cities, the migration of middle-income African Americans to suburban communities can be readily explained: these African Americans, like their middle-income White counterparts, migrate to the suburbs in search of greater social, economic, and educational opportunities. Unfortunately, researchers have demonstrated that African Americans who have migrated to suburban communities have not realized the same social and economic opportunities as White Americans, but little has been documented about the educational outcomes of African Americans, particularly African American males, in suburban schools (Polite, in press). By linking their perceived high school experiences with their postsecondary school activities, the present article examines the school-to-work