The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week data collection period, the participants engaged in a focus group interview, photo elicited interview, and a member check interview. The interviews were recorded and later transcribed, analyzed, and coded for codes, categories, and emerging themes. In order to obtain an in-depth understanding of the interconnectedness of students enrolled in homogeneous ability grouped mathematics classes and the environmental factors that influence their academic performance, I asked the following question: (1) Using Bronfenbrenner's Ecology of Human Development, in what ways do students' microsystem, mesosystem, exosystem, and macrosystem influence their achievement in a homogeneous ability grouped mathematics class? After integrating and analyzing the data, seven themes emerged as factors influencing students' S.U.C.C.E.S.S.: (1) School Structure; (2) Un/Accountable; (3) Classmates/Peers; (4) Custodian/Caregiver; (5) Environment/Neighborhood; (6) Support; and (7) Self-Concept/Self-Perception. There are several significant associations between the individual's ecology of human development and their academic achievement in a homogeneous ability grouped mathematics class. By giving students a voice, these associations can be identified, understood, and ultimately used to create reform geared towards closing the achievement gap in mathematics. [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.]