The motivation to learn of African American high school students was examined by asking them about their favorite and least favorite classes. Two hundred and seventy-five students attending three urban high schools were randomly selected from their history classes to respond to a questionnaire on their perceptions of ability, goals, and reasons for disliking their least favorite class. There was a positive motivational pattern reported for their favorite classes. The students scored high on three variables that have been found to be most important for engagement and achievement: learning goals, future consequences, and perceived ability. Their reason for disliking the least favorite class was usually that the teacher was boring, and not because of perception of ability. Analysis of interview data for these students showed that teacher attitudes and methods of instruction were the significant reasons for liking and disliking the favorite and least favorite classes. Students also reported that the race of the teacher affected motivation in the classroom. These results show positive motivational orientations among students when their favorite classes were an issue. (Author/SLD)