Little is known about the processes that foster positive development specifically in adolescent Black girls from low-income backgrounds (Kirshner & Ginwright, 2012). Scholars (Larson & Ngo, 2017; Simpkins, Riggs, Ngo, Ettekal, & Okamoto, 2017) have called for investigation into how the cultural assets of adolescents of color contribute to their positive development and into the ways in which race, ethnicity, and culture influence this development. The research reported in this article responds to this call by examining mentoring programs situated in a community that have an abundance of programs for adolescent Black girls. The authors conducted in-depth interviews with adolescent Black girls, parents, program leaders and staff, and mentors to learn--from the people most deeply involved--what Black girls need to succeed. Three themes emerged from these interviews: that programs for adolescent Black girls need to involve families, that the girls themselves need advocates who will teach them to advocate for themselves, and that mentors should share the girls' racial identity.