Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables--parent involvement, teacher perceptions, and school environments--on Black students' math achievement in grade 10. Drawing on Bronfenbrenner's (1979) ecological systems theory and Bourdieu's (1977) concept of cultural capital, the author found that all three systems affect Black students' math achievement, accounting for approximately 20% of the variance in scores. Key findings include the role that locus of control, gender, parental involvement, teacher perceptions, and opportunity to learn play on Black students' math achievement. Important implications for advancing future policy, practice, and research are highlighted. This study's results impact future agendas for maximizing the success of Black students in math. (Contains 2 tables, 1 figure and 1 footnote.)