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This study was designed to investigate the perceptions that at-risk African American male students have towards non-minority female teachers and the role they played in their academic success. Participants were low income African American males attending a Southeast Texas University and who were successful in their non-minority female teachers' class while they were in high school. Using a phenomenological approach to the study, interviews were conducted and data was gathered. A descriptive analysis of the data was compiled and specific distinctions were detailed. These findings may provide educators pertinent information as to the low income African American male students' perceptions towards non-minority female teachers and the impact those teachers had on their academic achievement. [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.]