Much has been written about the ways in which Black boys are often underserved in literacy classroom in the United States. Relatively little has been documented about the literacy strategies that are yielding promising outcomes in this study group. The purpose of this integrated literature review is to identify what we call promising literacy instructional practices with Black boys across the P-12 educational spectrum. Through an analysis of 62 publications, we outline a host of different instructional practices that have yielded positive outcomes with Black boys. Recommendations for teachers and future research studies are provided.