The opportunity and right to obtain a free public education provides the opportunity for all Americans to achieve success socially, financially, and professionally. The public education system has endured decades of changes as it attempts to address social, cultural, and academic issues that arise as the nation evolves. The public education system is constantly evaluating programs and services to ensure that students are receiving the best education possible. Research suggests that African American male students possess negative perceptions about the public education system. In this study the survey responses of African American male students are compared to the survey responses of non-African American male students. The study was directed to derive recommendations to assist school districts; via administrators, teachers, parents, and students to address the implications of the analyzed student responses and to provide insight as to how to improve African American male student perceptions of public education. The major task of this study was to investigate whether there is a significant difference in African American male students and non-African American male students responses with regard to their perceptions of their school climate, quality of teachers, school disciplinary practices, and degree of motivation by school staff. The researcher administered an attitudinal survey to 1,991 students enrolled in public schools in the states of North Carolina and South Carolina. Survey participants were enrolled in grades six through twelve and answered questions in regard to their demographic information, perceptions of education professionals, and their schools. The t-test statistical analysis was conducted for each area to determine if there was a significant difference in responses provided by African American male students and responses of non-African American male students. The null hypothesis stated that the mean score of the study groups in the identified area would be equal. The results revealed that the mean scores are not equal. The alternate hypothesis stated that a significant difference would be observed in each of the identified areas at the 0.01 alpha level. The results of the study revealed that there was a significant difference in the mean score of African American male students and non-African American male students in the areas of school climate and disciplinary practices at the 0.01 alpha level. The results also revealed that in the areas of teacher quality and motivation there was also a difference in the mean score of the respondents, but not at the designated 0.01 alpha level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]