The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have positive associations with achievement outcomes. They also investigated if there are gender differences in any of the variables. The participants were 206 African American adolescents (65.54% female) who resided in a large urban city in the south-central geographic area of the United States. Results supported the notion that educational resilience was associated with perceived school support, academic self-esteem and mother's work history. The results have implications for educators and other professionals who are interested in promoting educational resilience in high school students. (Contains 2 tables and 1 figure.)