The social and educational status of black male youth in the United States has been receiving increasing attention. In February 2014, President Barack Obama announced a new national initiative--My Brother's Keeper--for helping black boys and male youth or, to speak more generally, boys and young men of color, to "stay on track; providing the support they need to think more broadly about their future; building on what works, when it works, in those critical life-changing moments" (Obama 2014, ¶ 45). This initiative is intended to reach beyond the school setting to help address the many challenges for black boys and male youth in the broader society (Howard 2014). Currently and historically, news media, popular cultural, policy reports, and educational conferences too often paint a negative picture of black boys and male youth (Brown 2011). The intent of this article is to assist secondary school mathematics teachers in exploring strategies to engage the academic and mathematical promise of their black male students and, in doing so, create classrooms as mathematical communities that support the mathematics learning of all students. Classrooms as mathematical communities are humanizing and self-empowering education spaces where students actively participate in as well as take ownership of their mathematics learning and also, and perhaps more important, the mathematics being taught and learned (Boaler 1998). If created effectively, such classrooms value and use cultural differences between and among teachers and students as assets in building mathematical understanding (Nasir, Hand, and Taylor 2008). In this article the authors recommend four explicit strategies to effectively create classrooms as mathematical communities for and with black male students.