This article explores the issues surrounding the establishment of an Africentric public school in Ontario. It provides a historical overview of the foundation of historically Black colleges and universities (HBCUs) in the U.S. as well as the benefits they provide to Black students, communities and the labor force. It extrapolates the tropes guiding the principles of Africentric schools to explore other minority serving higher education institutions, focusing in particular on institutions for Indigenous students and students with disabilities. Although the current focus within the Toronto school board remains Africentric schooling, the factors which contributed to establishing the school can be easily applied to other underrepresented groups. This article concludes with a discussion of the implications for Canadian postsecondary education institutions.