Although scholarly debates about what should be expected of Black male teachers are increasing in a landscape where they represent around 2%, understanding how a Black male teacher talks about his culturally responsive practices and what he actually does in the classroom with his students in an urban context provides potentially transferable features for other educators. This study captures a middle school, Black male math and science teacher's validation of his students--a tenet of Gay's culturally responsive pedagogy framework. Drawing from culturally responsive pedagogy as an analytic tool, the purpose of this study is to understand and describe this teacher's practices, shedding light on them with examples of his discursive insights and interactions that move the theory of culturally responsive pedagogy into the actual practice of it.