The purpose of this study was to investigate the differences in the reading assessment performance between Black male students and their same grade level counterparts. Assessment results and teacher perceptions were analyzed to reveal instructional supports to demonstrate reading achievement. The mean scores and pass rates based on race and gender were explored through fourth-grade end-of-the-year reading data. Six fourth-grade teachers in three Title I schools responded to the Common Beliefs Survey to explore their perceptions when educating diverse student populations. The results determined that the reading differences between Black fourth-grade males were observed in racial and gender groups. While these differences created an achievement gap, they also provided opportunities to address instructional needs. The performance and survey data findings were viewed through sociocultural, critical race theory, and culturally relevant pedagogy frameworks to determine instructional recommendations. The limited scope and sample size impacted statistical measurements but revealed practical solutions for students and teachers. In addition, the research identified the importance of teacher perceptions on the academic outcomes of fourth-grade Black male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]