This study discovered and explored conditions related to the academic performance of African Americans at a comprehensive public research university in rural southwest Virginia. The above quote captures the essence of students’ perspectives and experiences as they relate to academic performance at Virginia Tech. Data for this study were collected by conducting focus groups interviews with African American students at Va. Tech. A total of 35 students participated in seven focus group interviews. Data collection involved 15 students with QCAs less than 2.0, six students with QCAs between 2.0 and 3.0, and 14 students with QCAs greater than 3.0. Data were analyzed by the constant comparative analysis method. The findings of this study indicate that academic performance of African American students at Va. Tech is related to interactions between the student and the social and academic environments. These interactions are explained by three themes. Achievement motivation explains the personal attributes and commitments students bring to the institution, and are willing to invest in their education. Social infrastructure is the relationship and interaction patterns with peers, family and parents. Faculty issues refer to interactions with white faculty and the importance of black faculty. All students believed that a good adjustment, hard work and effort, clear goals, choice of major, and strong study skills and habits were important to academic performance. Other issues of importance included negative racial stereotypes, negative faculty attitudes, interaction with white students, discomfort in the environment, poor adjustment, and parental influence. Opinions on how these factors affected academic performance varied among groups. The students who had not excelled academically took complete responsibility for their failure. Some questions remain unanswered regarding this finding. Other students believed they had excelled because they worked hard, had clear goals and were pleased with their majors. However, according to the students with QCAs greater than 3.0, the underlying motivation for their determination to succeed was to “prove them wrong.”Ed. D.