The findings are presented of a study designed to identify and examine factors and variables related to mathematics learning among blacks, both those with a quantitative orientation and those without such an orientation. Four sample populations were studied: junior high school students, senior high school students, college students, and adult professionals. This report considers: (1) project activities; (2) sampling; (3) data collection; (4) research instrumentation; (5) coding and computer programming; (6) the analysis of the adult professional sample in terms of sample characteristics; family background; extracurricular activities; academic factors; persons influencing selection of high school mathematical courses; math-related activities; self-assessment of math abilities; attitudes toward math class and math teachers; favorite and least favorite subjects; factors and persons influential in selecting occupations, college majors and math courses; math and society; and personal and psychological variables; and (7) model building. Recommendations are offered in three areas where additional effort is required to overcome the larger problem of black underrepresentation in scientific and technical occupations: (1) black family and community life; (2) school and curricular issues; and (3) personal factors. Attachments to the report present data analyzed from the high school and the junior high school sample populations and are entitled: "The Quantitative Orientation of Black High School Students" (Donna Jean Blackwell, 1983 doctoral dissertation) and "Psychosocial Influences on the Math Attitudes and Interests of Black Junior High School Students" (Robert C. Johnson, 1981). A bibliography is also appended: "A Partial Bibliography on Blacks in Science, Technology, and Related Areas" (Robert C. Johnson, Comp., 1980). (RDN)