African-American males are overwhelmingly represented in the nation's dropout rates. Dropping out of school has serious social and economic consequences for our society. The dropout rate is overwhelmingly represented by African-American male students, but limited attention is given to student voice. This study examines African-American male student perceptions about factors related to dropping out of secondary school. The researcher conducted a pilot study and used interview responses of Black male students and literature about dropping out to create a 42-item survey instrument. Perceptions of African-American male students enrolled in middle and high schools, grades 6-12, from a north central Florida school district (N = 261) were examined. Demographic information and responses to questions related to teachers, school curriculum, family, peers, and personal experiences were gathered to add to the body of research. Pearson Correlation Coefficients were computed to identify relationships between variables perceived as most related to dropping out of school. Similar to the body of literature on school dropout, findings from this study indicate student-teacher relationships, family involvement and peer interactions are significant factors related to Black boys' decisions to drop out of school. Implications of findings for future research on school reform and educational practice is discussed. [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.]