Despite music education being endorsed by researchers as an effective tool to improve the social-emotional competence of students who live in poverty, African American students, who are overrepresented among the population of students who live in poverty, often fail to take advantage of music education programs (Elpus & Abril, 2011; Hoffman & Carter, 2013; Rabkin & Hedberg, 2011; NCES, 2017). As such, there is a gradual attrition of African American students in school music programs nationally, and the largest attrition occurs between students 8th and 9th grade years (Bradley, 2007; Elpus & Abril, 2011). These national trends are mirrored in the music ensemble enrollment of two predominately African American high schools in Wimbo County (pseudonym) Georgia. Through this study, I use focus groups and in-depth interviews to explore the factors considered by African American underclassmen in Wimbo County, Georgia when deciding to participate in school music programs. I also explored how they are making sense of their musical experiences and perceptions as well as the significance and relevance of school band program participation. A thematic analysis yielded seven themes: Meaningful High School Experiences and Postsecondary Success; Gravitating Toward Music (Exposure and Ability); Influential People (Family Influence and Mentorship); Making Sacrifices in order to Improve Oneself; Setting Oneself up for Success Beyond High School; Being Part of a Supportive Social Network that Contributes to a High-Quality High School Experience; Engaging with Music that is Uplifting, Challenging, and a Reflection of one's Culture. Participants considered their postsecondary plans, their innate musical abilities, and the advice of family members and other mentors to be influential in their decision to participate in their high school band program. Participants perceive band program participation as an experience that yields many sacrifices, but will set them up for success in the post-secondary endeavors, provides them with a supportive social group, and serves as a reflection of their culture. [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.]