Much has been written about reading disparities between African American males and other student groups. Interestingly, the majority of this scholarship focuses on African American males at preadolescent states of development and beyond. To date, relatively little has been documented relative to improving reading outcomes in African American males in early childhood and elementary contexts. The purpose of this article is to present a multi-contextual framework for improving reading outcomes in African American boys in P-5 contexts specifically. I conclude with a discussion of three important commitments that teachers and administrators must be willing to embrace in order for these strategies to produce successful results.