African American males' mathematics identity has often been researched in relation to their White peers, from a Eurocentrically prescribed researcher presentation of achievement and in retrospect to the time frame being studied. Thus, their experience has often been framed negatively and from a resiliency stance. This qualitative study adds to the limited body of knowledge by examining student perspectives and socialization factors that contribute to the mathematics identity of high school students. Using Martin's (2000) Multi-Level Framework for Analyzing Mathematics Socialization and Identity Among African Americans, an Afrocentric lens of analysis operationalized through the use of Nguzo Saba (the seven principles of Kwanzaa), and a case study methodology, data was conducted through semi-structured interviews and classroom observations to answer the following questions: (1) How do African American male students describe their mathematics identity while taking mathematics with a racially and gender-congruent teacher? (2) How does the presence of an African American male mathematics teacher effect the mathematics identity of African American male students? (3) How do African American male students ascribe Afrocentric values to their mathematics identities? It was found that students speak to their mathematics identity through statements of self-defined mathematics ability, ideal classroom behaviors, and ideas of mathematics utility while attributing a shift in their image of Black males, a sense of comfort in the mathematics classroom, and feelings of being a better mathematics student to the presence of their racially and gender congruent teacher. Analysis stemming from the use of the Nguzo Saba provided a more granular identity description that provides implications for positive teacher impact for teaching mathematics to African American male students. [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.]