For decades, the achievement gap between low-income Black males and other groups is sufficiently documented and persists. This study calls for a new practical curriculum approach that provides the necessary conditions for how low-income Black males learn, stay engaged, and assist in building the capacity for positive self-efficacy. The significance of this curriculum approach would be improving academic achievement among the group, closing the gap, and facilitate long-term socioeconomic sustainability for the group that is most likely vulnerable to systemic barriers and prejudices. Through a qualitative approach and a historical design, the findings developed a curriculum approach grounded in Social Learning Theory, Human Capital Theory, and Career development Theory. The theoretical framework embodies and incorporates the practical approach found in (Yusuf & Nabeshima, 2012) and (Lee & Fredriksen, 2008) and could improve academic achievement among the group.