Designed to examine the effect of various factors on the mathematics achievement of African-American students attending urban schools, this study analyzed the importance of seven constructs that are believed to either directly or indirectly impact student success. Based on factors identified by research as essential to mathematics achievement, all variables in the model, except gender, are hypothesized to exert direct influence on math achievement. While parental involvement and perceived difficulty failed to significantly impact mathematics achievement as hypothesized, the effect of gender was manifest as a direct, rather than an indirect effect. Although socioeconomic status failed to directly impact achievement as hypothesized, indirect influences were wielded through its effects on the highest levels of math taken and the amount of effect exerted in academic ventures. The greatest influence in the model was wielded by prior achievement and the highest level of math completed. Both of these influences were positive.