In this manuscript, we present data and perspectives of 33 stakeholders within a predominately (98%) African American/Black and low-income (100%) STEAM (Science, Technology, Engineering, Arts, and Mathematics) Academy located within an urban setting. Stakeholders of the STEAM Academy included administrators, community members, school counselors, parents, teachers, and corporate and university partners. We present strategies that stakeholders of the academy used to engage African American/Black male students. These strategies included creating college and career programs, re-branding STEAM courses and the overall programs to appeal to African American/Black male students, and ethnic matching (e.g., connecting their male students with athletic coaches and mentors that shared their cultural identities). We found that these strategies are essentially heteronormative approaches that cater to the dominant groups of students. We recommend that educators appeal to both dominant (groups with power, privileges, and social status) and non-dominant groups of students in their quests to engage African American/Black male adolescents.