African American males often experience literacy challenges in the American school system. Texts related to their lives are rarely available in the curriculum, and some educators need the skillset or strategies to engage these learners with texts related to their lives. Many studies have documented that exposure to culturally relevant texts may enhance African American males' literacy practices. This qualitative case study explored the following research question: How do culturally relevant texts influence college-age African American males' literacy practices? Data were collected from the instructor and student interviews, field notes, and document analysis. Seven African American college-age students were recruited for the study, and four completed the interview process. Data were analyzed to understand better the influence of the use of culturally relevant texts on the literacy practices of this group of participants. This research is essential for understanding the literacy practices of African American male students as they often feel alienated and invisible in schools. Engagement with culturally relevant texts offers African American male students a mirror image of their lives and may positively impact their literacy practices. This study is critical to understanding how culturally relevant texts can be used in college classrooms to help African American male students succeed. [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.]