The purpose of this phenomenological study was to explore the lived experiences of African American high school students in southeast Colorado who are scoring low on geometry assessments. There are many studies on African American students scoring low on math assessments. However, there are no studies presented in literature on the topic coming from African American high school students' viewpoints. There were two research questions regarding African American high school students' lived experiences with geometry assessments. These research questions were answered by five African American high school students in southeast Colorado who met the criteria. The five participants were individually interviewed via phone or online forum. Triangulation of data was acquired through note taking, audio recording, verbatim transcription, and member checking. The results of the study indicated several reasons why students are scoring low on geometry assessments: teacher belief, frustration, student's fault, delivery of test [length and level of difficulty], and lack of resources, practice, and opportunity. Furthermore, participants propose several ways to bridge the achievement gap: create flashcards, create acronyms for vocabulary words, participate in programs [The College Experience, Educating Children of Color, African American Leadership Conference, and The College Preparatory Academy], study online [Khan Academy, College Board, YouTube math videos, Quizlet, Kahoot, and online tutors], break the problem down into parts, ask friends for help [peer teaching], pay attention in class, and take notes [researcher recommends students take notes in their own words for critical analysis]. [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.]