The purpose of the article is to provide a brief introduction to Black male masculine identity development and relate it to the field of gifted education. It will begin with information related to identity development that is applicable to Black males. Next, the phenomenological variant of ecological systems theory (PVEST) will be explored and used as a framework for understanding how Black males develop identities that may enhance or impede the likelihood that they become willing participants in more challenging academic contexts. Finally, the article will end with a discussion of the implications of an increased understanding of Black male masculine identity development for gifted educators as well as recommendations for improved recruitment and retention of Black males in advanced academic classes and programs.