African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted with 48 African American students in two high schools of dissimilar racial makeup. This study revealed two major themes denoting the importance of teacher expectations and quality of instruction. Implications of this study for the education of African American students are addressed development. For the Act to be successful there should he better administrative communication and stronger teachers' collaboration.