This dissertation is a qualitative investigation of influences of school tracking on the Black identity development of high school students. This dissertation begins with a Critical Race Theory analysis of school tracking processes. After exploring how tracking was designed, and how it continues to obstruct the potential for optimal Black student schooling experiences, this text proceeds into its principal aim of examining how these experiences may influence students' Black identity. Twenty Black eleventh- and twelfth-grade students in tracked, racially diverse Southeastern high schools were asked in individual interviews to describe their experiences in these schools and their attitudes regarding their Black identity. Student responses regarding their Black identity were studied particularly according to prominent Black identity models developed by scholars across decades. Student responses indicated certain differences in attitudes among student groups, with students on the lowest and highest track levels remaining in early stages of Black identity development, while students in the middle track displayed more mature Black identities according to literature. These responses may provide important implications for theory and for practitioners wishing to provide healthy and egalitarian schooling experiences for Black students. [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.]