Achievement gaps become greater for schools with high-poverty and high-minority school population in the United States in recent years (Dillon, 2005; Lee & Slaughter-Defoe, 2004). The academic success of minority students is important because the nation cannot successfully compete in a global market when a considerable portion of its school population is under-educated. This study examines the academic success of African-American pre-service teachers. Analyzed qualitative data reveals that to promote academic success of minority students, nurturing successful personal factors through supportive learning environments is important. In the light of the study findings, suggestions are provided for teachers to assure student academic success. (Contains 1 figure.)