In this case study, I explored the experiences of African American Muslim males(AAMM) who attended or graduated from public high schools in Georgia. Islam is not new to America; our society has a limited understanding of Islam and African American males in education (Howard, 2014). Nationally, educators in public schools have historically experienced challenges related to educating African American males. Islamophobia is increasing as Islam becomes one of the fastest-growing religions in the world, and racism is a constant (Mohamed, 2016). This data indicates that public educators may experience increasing numbers of African American Muslims. However, in a recent 2020 US Mosque Survey, African American converts appear to have an unexplainable decline (Bagby, 2020). In this research, I designed a case study to explore the intersectionality of race, gender, culture, and religion as seen in the day-to-day experiences of AAMM in public high schools in Georgia. I also used purpose and snowball sampling to select five high school students to participate in this study. I used various coding strategies to analyze data. Findings from this study may develop training for educators to help improve pedagogical practices that are culturally relevant to the growing Muslim population in the United States.