Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: "Establishing the Possibilities of a STEM Identity", "Self-Efficacy: Conflicting Self-Identity Formation", and "Community Support Integral to Positive Self-Identity". The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.