The purpose of the researcher's quantitative study was to identify sources of positive social influence on the academic outcomes of Black male high school students. Students' responses to the Educational Longitudinal Study (ELS) surveys were examined to identify sources of positive social influence from students' parents, peers, and teachers. These social influences were examined to determine if they encouraged Black male participation in advanced coursework and programs. The researcher used advanced coursework and programs to denote student participation in Advanced Placement courses, Academic Honor Societies, and college preparatory programs. The concept of Cultural Synchronization was utilized as a lens for examining Black males' social connections with their parents, peers, and teachers. Cultural Synchronization was employed to examine the social influences produced by these connections in relation to greater academic outcomes for Black males in high school. In conclusion, this study revealed positive associations between Black male participation in advanced coursework and programs in high school. In addition, the research found positive social influence from Black males' parents, peers, and teachers.