The purpose of this study was to examine the perceptions and experiences of African American students in high school orchestra. The following research questions guided the study: 1) How do African American students perceive their experiences in high school orchestra? 2) What perceived challenges/obstacles do African American students encounter as participants in high school orchestra? 3) Why do African American students choose to remain in high school orchestra? 4) Why do African American students choose to leave high school orchestra? 5) What are the perceptions of high school orchestra teachers regarding why African American students choose to participate or not participate in high school orchestra? In this study I utilized a mixed methods design consisting of the collection, and analysis of both qualitative and quantitative data. I employed data sources consisting of survey data, archival data (e.g. student enrollment and demographic information from state Department of Education and school district websites) and student & teacher interviews. Findings revealed that African American students remain in orchestra because of the social climate, musical experiences, and autonomy in the music class. They leave orchestra due to the lack of African American mentors, and a lack of culturally relevant repertoire. Reasons voiced by teachers as to why African American students remain in or leave orchestras include: performing culturally relevant literature and having a diverse orchestra program. The most shared findings were that teachers value creating an inclusive environment where African American students can thrive.