Purpose: To draw attention to the known problems and anti-Black bias in public and private schools, examine the lack of recruitment of Foundational Black American (FBA) male teachers, and determine if creating separate learning spaces and hiring FBA male teachers will help or hinder the academic success of FBA male students in grades 6 through 12. The research will examine if the creation of separate educational spaces, and the structured efforts of FBA male teacher recruitment and retention will lead to educational and financial equality for FBA male students in grades 6 through 12. Methodology: A qualitative-descriptive design was the research method used for this study. Conclusions: The establishment of distinct instructional spaces is likely to foster a significantly more favorable atmosphere for educational advancement. The overwhelming majority of participants in this study saw the level of care and concern, coupled with the individualized intervention of the educational staff, as paramount to the development and success of the all-male educational institution. At the local level, strategies can be put in place to recruit Foundational Black American (FBA) male teachers and create separate learning environments for FBA male students in grades 6 through 12. This can be done with the help of dedicated school administrations and with the approval of local school district superintendents. [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.]