This article proposes a multidimensional framework that takes into account multiple categories of difference and forms of oppression to understand and suggest interventions for gay and gender nonconforming Black male students in urban schools. The author builds the case for educators to develop these kinds of frameworks by describing two experiences he had while working on a collaborative action research project. For each of the experiences, he describes what happened, followed by lessons learned that detail the significance of his findings and what it means for urban educators developing multidimensional frameworks for their practice. The article concludes by discussing the implications of his experiences for urban educators who work with queer youth of color.