In this paper, a black psychologist shares his thoughts, biases, and educated guesses pertaining to experimental psychology as it might relate to the psychoeducational needs of Afro-American children. First, some of the assumptions embodied in the empirical research enterprise are examined. It is noted that empirical research is a tool for gaining insight, gathering information, and producing convincing evidence, but that there are cultural biases in this tool and that when used to study social issues concerning black Americans it is unfruitful. Thus, in order to study social issues concerning blacks, an alternative perspective must be used. A system-centered perspective provides a useful beginning for a viable alternative viewpoint. Further, the thrust should focus on systemic-institutional variables that need to be altered to provide a more optimal match with the strengths and styles of black people. One of the objectives of the study is to comment on cultural adaptive styles and strengths that may help to facilitate the academic task performance of black children. This is done by (1) specifying selected cultural and adaptive features of black children which are a function of their home and immediate ecological environment, and (2) by delineating how these styles and strengths impinge on the primary interaction between the black student and the instructor/instruction. (Author/AM)