The purpose of the study was to discover and give voice to Black and Latino adolescent males regarding their school attitudes (attitudes toward school, attitudes towards teachers, motivation/self-regulation, goal valuation, and academic self-perception) and their level of hope (agency and pathways thinking) for the future. This mixed methods study used an explanatory sequential approach. The results of a multiple linear regression revealed that four independent variables: motivation/self-regulation, agency, attitudes towards teachers, and pathways, R=0.729, R2=0.532, F(4, 242) =68.256, p<0.001, effect size=1.137, large, predicted academic self-perception. Qualitative themes included the following: intrinsic motivators support overall success, students want to be supported by educators to succeed, role models are essential, and schools should offer courses, clubs, and career tracks that will interest students. These results should be used to construct a positive school culture and inform teaching practice.