There is little debate among researchers, policymakers, and educational stakeholders that reading achievement among African American students is an important issue (Strickland, 1994). While several scholars have contributed greatly to the research literature on matters pertaining to African American students and reading, additional research is needed to examine in greater detail the factors that influence these students' achievement. Research is needed to support the development of appropriate strategies and dispositions required for African American students to become proficient readers. To assist researchers in examining African American students' reading achievement, this article highlights promising areas of research and related educational practice, some of which are currently overlooked in relation to this student group. The author offers several recommendations for reading researchers, categorized by the following themes: (1) standardized testing; (2) teacher quality; (3) after-school programs; (4) parent involvement; (5) reading and study skills; and (6) computer games and simulations. The strength of the recommendations is in their collective implementation, that is, no single research study, teaching method, or reading strategy will have the same impact as an array of strategies implemented by a number of constituent groups working together in cooperation to achieve a common goal.