Student self-concept of math ability (SCMA) and math utility value shape course-taking patterns, achievement, and entree into mathematics-intensive college majors (Eccles & Wigfield, 2005). The development of SCMA and math utility value are embedded in social contexts (Marsh et al., 2005). School racial climate is a particularly important context for African American students' academic self-concept, yet understudied - particularly in relation to STEM success. This longitudinal study applies structural equation modeling to MADICS [Maryland Adolescent Development in Context Study], exploring how school racial climates moderate the relationship between teacher practices (math curricular utility value) and African American students' SCMA and math utility value. These student beliefs in 11th grade are linked to college majors two years later, holding implications for understanding African American students' STEM success.