Black students in today's classrooms face major challenges unknown to white teachers. In this article, the authors share instructional practices, mindsets, and reflective questions that teachers can implement, practice, and respond to in order to support Black students to feel safe and welcome in their mathematics classrooms. In doing so, the authors aim to explicitly attend to the needs of Black students as they seek to implement equitable mathematics teaching practices, develop positive mathematical identities, and develop mathematical agency in students (NCTM 2018).