African American learners deserve liberating learning experiences, yet rarely receive them. We argue that the framework of Afrofuturism is a productive strategy for reconceptualizing the work of mathematics teaching as liberating and empowering for African American learners and the Rights of the Learner Framework offers useful tools to enable teachers to use the power of teaching to advance justice and the improved lived experiences advocated by Afrofuturism theories. These frameworks support teachers with creating learning environments that enable Black children to thrive in mathematics classrooms, not just survive. Bridging these 2 theories, RoTL and Afrofuturism helped reimagine what mathematics classrooms look like as spaces where Black learners can dream, imagine, and leverage their cultural assets for learning and doing mathematics, individually and collectively.