The purpose of this study was to investigate to what extent studying topics in a cultural context affected African American students' achievement. Mathematics achievement was measured by a pre-assessment and post-assessment. The literature addresses the fact that all students can benefit from learning about culture and mathematics. Several educators (Hilliard, 1992; Ladson-Billings, 1997; Snipes, 1997; Strutchens, 1994; Tate, 1995, 1997; Zaslavsky, 1988) have specifically addressed the fact that African American students are struggling to find success in the mathematics classroom. This study implemented ethnomathematics and multicultural mathematics activities in an effort to enhance African American students' interest in mathematics and improve their achievement in mathematics. (Contains 3 tables.)