This qualitative study examined the instructional practices of an experienced African American mathematics teacher to determine his perceived capabilities in augmenting academic proficiency for his African American male students. Provided in this descriptive case study are the lived experiences of an African American male teacher working to move his students along the continuum from underachievement to achievement. Reform in mathematics education has established standards and principles that focus on equity in teaching and learning. Educational equity requires all students must have opportunities to study and learn from effective and knowledgeable teachers (National Council of Teachers of Mathematics, 2000). Investigating the instructional practices used for African American male students provided a unique opportunity to garner insights from an African American male teacher who is a segment of the teaching profession minimally represented. Data obtained from classroom observations, interviews and document reviews provided a profile of the research participant, his content knowledge and his sense of teacher-efficacy. The investigation of his instructional strategies and his perceived capabilities provides insights for educators who work in the content area of mathematics, particularly with underperforming African American male students. Working to build foundational knowledge for underrepresented African American males taking higher level mathematics courses such as Pre-Algebra and Algebra I in middle school involved more than academic achievement. It also encompassed attitude adjustment during the critical period of identity formation for young adolescents. Several of the instructional strategies emerging from this study had implications for teacher-student relationships, implementation of equity and teaching principles, intersection of race and gender, and high teacher efficacy. The instructional strategies utilized by this African American male mathematics teacher are worthy of consideration for teachers, school administrators and colleges of education. [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.]