Much of the scholarship on Black males in the educational literature focuses on the achievement gap; their underrepresentation in gifted and advanced placement programs; their overrepresentation in special education programs and their high rates of school suspensions and expulsions. Although overrepresented in special education, Black males with dyslexia are seldom given attention in scholarly works; and an extensive review of the literature yields a lack of empirical research or articles on Black males with dyslexia. This article focuses on Black males with dyslexia and provides recommendations for appropriate classroom practice based on the author's lived experiences.