The purpose of this study was to examine the factors that academically successful students who identify as Black or African American perceive to be influential when making decisions with regard to their participation or non-participation in school music at the high school level. I employed narrative inquiry to better understand the lived experiences four academically successful Black students. The findings were organized into the following narrative threads: flexibility with time commitments, instructional support with instruments, and social experiences. Implications for music teachers include finding ways to be flexible with the time commitments of their music ensembles, ensuring that adequate instructional support is provided for students, and working to create an environment where positive social experiences are likely to occur.