The author reported research findings from a study that critically examined the role of sociocultural orientations in the mathematical experiences of 2 African American students. To determine how the orientations influenced the students' mathematical success, the author used a phenomenological research strategy to examine the life histories of the students. The author highlighted the African American students' perceptions of and responses to their mathematical experiences by emphasizing their experiences in mathematics classrooms. Results of the study suggest that the ways in which students perceive and respond to schooling influence their success in mathematics. Data also suggest that African American students do not perceive and respond to schooling in the same way by virtue of being African American, thus implying that African American students may belong to many different cultures. Finally, the results of the study suggest that the ways in which African American students view (a) membership in particular cultures, (b) caring educators, and (c) role models influence their mathematical success.Key words: African American students, equity, mathematics, sociocultural orientations