This article presents findings from a larger on-going study examining the mathematics and science education of African Americans from 1854-1954. The overarching research question was "What type of mathematics education experiences did Blacks living in the South have during de jure segregation?" Archival materials from nine historically Black colleges and universities (HBCUs) were interrogated using critical content analysis to describe mathematics content and learning for Blacks during segregation; an unexplored history. Critical Race Theory was used to frame the study and make meaning of the findings. Analysis of archival data suggests three important findings: (a) mathematics education for Blacks during de jure segregation reflected two distinct philosophies-- classical (liberal arts) and industrial (technical); (b) Black students were trained in pure and applied mathematics, and mathematics education; and (c) Black students engaged in rigorous mathematics. Answers may uncover important educational history, providing contemporary researchers and policymakers new insights and considerations in designing educational reform related to African Americans and mathematics education.