This study examines factors that determine the enrollment of black students in the high school math courses (i.e., advanced algebra, trigonometry, calculus) that are necessary for competitive college and major field access. The data are from a local college survey of juniors and seniors who were enrolled in eight (8) local public and private colleges in Maryland, Georgia, and the District of Columbia. Approximately 2,100 students participated in the survey. Forty-six percent (927) of the students were black. The study found that, after controlling for parental education and high school grade performance, math affinity (the extent to which black students liked high school math) was the single most important factor that significantly influenced the enrollment of black students in advanced high school math courses. Neither blacks nor whites expressed a great affinity (i.e., indicating that they liked high school math "very much") for high school math. (Author)