Schools, colleges/universities, and sport venues are commonly accepted as places to receive and exchange social knowledge (Harrison, Azzarito, & Burden, 2004). In these places, teachers and coaches often unknowingly transmit values and beliefs shaped by racial stereotypes that provide students with distorted perceptions about their own and others' athletic and academic abilities (Harrison et al., 2004). For example, as a function of prevalent stereotypes (e.g., belief that white-skinned people are intellectually superior, while people of color are physically superior but intellectually inferior), White American students are often steered away from certain sports but instead encouraged to spend their energies on academic pursuits. In contrast, African American students are often steered toward athletic participation and given little, if any, encouragement for pursuing academics (Harrison et al., 2004; Harrison, Lee, & Belcher, 1999; Lee, 1983). Troubling racial stereotypes based on race-logic (Coakley, 2004) can function as societal and psychological barriers for academic achievement. These types of stereotypes suggest that African Americans are athletically superior but intellectually inferior to White Americans, Today, however, researchers know little about the impact of societal (e.g., America's legacies of racial disparities) and psychological (e.g., stereotyping) variables on young adults' beliefs about their own and other ethnic groups' aspirations for athletic and academic pursues. Using descriptive qualitative procedures (Patton, 1996) situated within the theoretical framework of psychological critical race theory (Jones, 1998), this study examined critically African American and White American students' beliefs about their own (in-group) and each other (out-group) ethnic groups' aspirations for athletic pursues. Data analysis revealed similarities and differences between participants' beliefs on in- and out-groups aspirations. More specifically, three recurring themes were identified: (a) social-cultural factors, (b) stereotypical beliefs about athletic abilities, and (c) socioeconomic inequalities. Implications for this research are discussed for teachers, coaches, and other school professionals (e.g., school counselors).Keyword(s): . NA