This case study narrative examines the circumstances underlying problems of residency in an affluent Midwest suburb experiencing an unexpected influx of working class African American students. Dilemmas engender a cultural mismatch between teachers and students and discomfort with African-American males. In a controversial climate where students cross the boundary line in search for educational parity, this article examines a culturally responsive grade 7 English teacher who welcomed Taye, an African-American male who enrolled midyear. Examined is how Taye responded to his teacher's use of controversial peer and teacher-led discussion of multicultural curriculum titles. As suburban schools are becoming more racially diverse, this article presents an argument for culturally responsive pedagogy and a need for all teachers to be prepared to teach African-American males.