This non-experimental survey study investigated the relationship between the participants’ perception of the existence of resiliency-building strategies in schools and their levels of resilience and academic achievement. The study used a correlational research methodology with a self-report survey to collect data. The sample (n = 107) consisted of African-American male students attending four high schools in a school district located in the southwest region of North Carolina. The results of Pearson’s product-moment correlation showed that a correlation exists between academic resiliency and GPA. The results of the similar analysis revealed that there is a relationship between academic resiliency and the perception of resiliency-building strategies. Examination of the difference in academic resiliency among participant groups found that there were differences between students retained at least one grade-level and those not retained. Similar analysis showed differences in academic resiliency between participants in different grades. Other findings and subsequent discussion, along with the literature related to academic resiliency and resiliency-building strategies are presented. Additionally, the implications of the study for educators and recommendations for future research in the area of academic resiliency are discussed.