To address the chief issues surrounding low achievement of black males in schools one must acknowledge the inability of education systems to accept that there are ways of looking at the world, communication modes, and approaches to teaching that are unique to black males. The author developed five tools for teaching black males: Cogenerative dialogues, coteaching, cosmopolitanism, context, and content. They are based on the fact that when black males are in social spaces that align with their core identities, their desires to think critically, make keen observations, support these observations with facts, and engage in dialogue are activated.