Helping teachers to effectively use culturally relevant instructional practices can help the educational community close the literacy gap for African American males. This study examines effective secondary English teachers and their high achieving African American male students. Using critical race and sociocultural theories as a conceptual framework, this qualitative study documents the instructional practices of teachers who use culturally relevant curricula in their Advanced Placement English classes to ensure that their African American males develop languages and literacies of power. I employ an ethnographic and case study approach where I: (1) interviewed teachers around their beliefs concerning African American males and literacy Instruction; (2) observed and documented classroom practice; (3) analyzed the efficacy of culturally relevant instructional strategies; and finally (4) interviewed high achieving African American males about their overall engagement in secondary English classrooms. The findings highlight powerful secondary English practices that are beneficial in helping to close the achievement and literacy gap for African American male students. More importantly, these findings will enable educational researchers, teacher educators, practitioners, and policy makers to think further about how teachers are prepared to work with African American male students and urban schooling students in general. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]