Research literature focused on Black boys along the K-6 pathway objectifies them and results in their developmental capabilities and capacities being ignored while their acts of self-definition are impeded. This is evidenced by researchers solely focusing upon external factors and/or using adult-completed surveys and datasets as sources for data. The results are adult-centered narratives of at risk and in crisis that help to perpetuate an understanding of Black boys as pathological. To provide a more holistic, accurate, and youth-informed picture of Black boys and their worlds, this project focuses on their agencies, voices, and narrative control. The theoretical framework guiding this project is critical Black boy(hood) theory (CBBT). CBBT is grounded in the strengths of African American male theory, Black feminist thought, and critical childhood studies. Guided by CBBT, this project's research questions are: 1) What are your experiences as a Black boy along the K-5 pathway?: a) How do they experience happiness?, b) How do they experience success?, c) How do they experience resilience?; 2) How do Black boys understand their intersecting identities (i.e., Blackness, gender, and age)?; and, 3) What are the group-based developmental narratives regarding the perceptible differences and shifts Black boys experience across the entire K-5 pathway? To answer the research questions, this project utilized semistructured multimodal creative inquiry in the youth's homes. Multimodal creative inquiry used four multimodal arts-based methods to elicit information from the youth, including dioramas, photo elicitation, drawing, and creative writing. Research methodologies grounded in CBBT and Multimodal creative inquiry provided space for the Black boys to engage in acts of self-definition and established a holistic picture of Black boys. The accurate account Black boys' self-definition provides assists us in interrogating what we do not know, how what we know is constructed, and push academic/educational research in different directions. Based on the data received from the boys also demonstrates the potential for research grounded in CBBT and Multimodal creative inquiry to enrich their lives by expanding how they define themselves. Research projects open to who Black boys are, what they think, and what they desire, brings the knowledge of Black boys to light and helps us view Black boys differently. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]