In this qualitative basic interpretive research, I explored teachers and the influence of school culture on male African American students’ mathematics preparation for college. The purpose of this study was to identify strategies and instructional practices used by eight purposefully selected mathematics teachers from two predominantly African American high schools where male students graduated at rates higher than the national average. The ecological systems theory lens was used to illuminate the instructional practices of the teachers as well as the school culture of the high-performing high schools. Data were collected through interviews, documents, and memos and analyzed using coding, categorizing, and reflective writing. Data analysis occurred by using the constant comparative method, which is a process of coding or highlighting emergent themes into divergent and convergent categories. Four conceptual themes, which are the basis of this study, organically emerged from the data: (a) teacher–student relationships, (b) the intersection of race, culture, and mathematics teaching and learning, (c) colorblind rural racism and (d) teacher collaboration to support African American students learning of mathematics. The participants expressed a desire for all teachers to use their unique skills and abilities to have a positive impact on the lives of all students, especially African American males. The research study was not without limitations and further research on the topic was recommended. Key Words: African American male students; intersection of race, culture and mathematics; rural racism; teacher collaboration; classroom communication; high expectation; student–teacher relationships