This article reflects on processes and characteristics that had a positive impact on improving mathematics achievement at an African-centered charter school. In doing so, an exploratory look into organizational culture provides the basis for a discussion on African-centered school culture. African-centered education played a major role in providing a strong foundation for superior mathematics achievement among African American students. While school culture is argued to be a critical element to successful mathematics curriculum reform, it is argued that communities of practice are critical to making curriculum successful. The article concludes with a discussion of strategies and components to effective math instruction and achievement for African American children. (Contains 4 figures.)