There is growing need to showcase the agency and determination of African American parents seeking equitable educational opportunities for their children, given that their narratives defy mainstream stereotypes of passivity, disinterest, and lack of effort. In this article the authors investigate the early role of parents in fostering sustainable mathematics and academic success among 24 high-achieving Black college students in the science, technology, engineering, and mathematics (STEM) fields. In particular, this study sheds light on the ways parents support their children's mathematics participation and learning in and outside of school settings. Black parental involvement is misunderstood. This research shows that African American parents are aware of educational inequities and respond by becoming advocates, motivators, and even early teachers of mathematics for their children.