African American adolescent male's academic achievement has been the topic of research for many years. It is an increasing concern for families, educators, and other human service professionals. The high rates of academic failure speak to the need to develop interventions, which are specifically designed to promote academic achievement among male African Americans. Research indicates that the African American culture is one aspect of the educational system that educators have failed to incorporate into their curriculum and overall school environment. This quantitative experimental design study examined the cause and effect relationship between a culturally grounded intervention and academic achievement by exposing one group to a mentoring intervention and the other to a tutoring program. Participants in this research were from an alternative school. The findings of this study have implications for educators working to enhance the academic achievement of male African Americans. [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.]