Guided by a general critique that asks, Highly qualified for whom?, I problematize recent characterizations of highly qualified mathematics teachers by focusing on the question, Who should teach mathematics to African American children? I discuss how responses to this question in mainstream mathematics education research and policy contexts have drawn on discursive frames that support color-blind racism, that focus only on achievement outcomes, and that propose "missionaries" and "cannibals" as the kinds of teachers most appropriate for African American children. I propose a refocusing of mathematics education research and policy that gives meaningful attention to the ways that African American children experience mathematics in schools and life as African Americans. (Contains 1 figure and 2 footnotes.)