Through an ecological systems perspective, this study explores factors that influence successful academic achievement for at-risk African American males. The purpose of this qualitative study was to examine factors that contribute to the successful achievement and advancement to higher education for African American males from at-risk populations. The researcher explores African American boys' lived experiences and what they believe has contributed to their success in school. By understanding the interconnectedness of lived systems, educators and counselors are able to encourage engagement in academics, as well as develop personal and racial identity. Findings will explore the independence interdependency of systems in the development of self-concept for these youth and suggest the link between the development of a positive self-concept, esteem, confidence, and educational success. These findings have implications for promoting academic success through community involvement and program support for this population. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]