The "over-age, under-credited" (OA/UC) student population is defined as high school students who are at least two years behind their peers in terms of age and credits earned toward a high school diploma. To date, few studies have examined the schooling of OA/UC students. The purpose of this study is to use the insights of six African American OA/UC high school students to define strategies for improving educational outcomes at their school. The specific research question explored is: What recommendations, rooted in participants' race, gender, and age, do they offer for improving the educational experiences of OA/UC students? Data analysis for this case study incorporates critical race theory, adult learning theory, and culturally relevant pedagogy as a comprehensive theoretical and analytic framework. The findings serve to provide a foundation for realizing a radical praxis that leads to substantive changes in the education of OA/UC African American high school students.