The purpose of this exploratory descriptive study was to help address the need for reintegrating African American male youth into high school by allowing African American males who were in detention the opportunity to chronicle their experiences as they pursue their educational goal of successfully returning and completing high school. The researcher used the triangulation approach (Berg, 2001) to gather information through student and teacher interviews, a student-only focus group, and Connecticut General Statutes and publicly published school documents to explore how schools can support and assess each of the four factors (attachment, commitment, belief, and involvement) of the social bond theory that help to prevent delinquency and facilitate post-incarceration school re-entry among African American male students. The findings indicate a strong school focus is needed to secure the student-teacher bond. Also a strong concerted effort is needed for schools and communities to make available more student-driven, evening pro-social activities which will, in turn, provide a platform for positive peer interactions, positive peer relationships and sever negative peer associations that stimulate teen-age criminality. [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.]