Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.
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