The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating, disruptive classroom behavior, lowered academic efficacy, performance avoidant and performance approach goal orientations, and poor self-reported English grades. Findings suggest that researchers and education policymakers must become more knowledgeable of ways to incorporate aspects of African American male students' home and out-of-school experiences into their learning experiences. (Contains 1 table.)