This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers teaching within the district were interviewed to determine their perceptions of influences on student academic achievement and strategies needed for future improvements. Qualitative data was gathered using face-to-face interviews with semi-structured open-ended interview questions. This study explored factors that strengthened or weakened student success and possible interventions or strategies that could be implemented to lessen the achievement gap. Educational leaders working in similar districts can review the conclusions produced by emergent themes and recommendations to decide how the results can be interpreted and used to improve African-American male achievement. The three main themes that emerged and were explored were: (a) parental involvement; (b) student engagement; (c) strategies for improvement. These themes emerging from the qualitative data collected were analyzed to compare perceptions of the achievement gap between African-American males and their White peers in middle school mathematics. [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.]