The authors investigated cultural resourcefulness among seven Black middle-class families who proactively collaborated to ensure their children's academic excellence in a highly racialized suburban community in southern California. Their children achieved high grades and successfully entered and completed higher education at elite U.S. institutions, despite pervasive experiences of racial discrimination in their K-12 years. Parents and their children were interviewed to determine how the parent group contributed to the success of these students. The authors describe three major pathways the families used to maximize and safeguard their children's education: (1) psychologically preparing children to excel in school, (2) reforming schools through collective advocacy to successfully educate Black students, and (3) engaging and empowering other Black parents with key resources and knowledge to help their children succeed. This research presents an exemplary model of self-initiated collective action to strengthen Black youths' and families' educational experiences, particularly when in the extreme racial minority. Implications for theory and practice are addressed.