Scholarship on Black males with learning disabilities continues to emphasize contributing factors relating to the achievement gap, their over-representation in special education programmes, and their high suspensions and low graduation rates. Although the demographics of classrooms are shifting to mirror diverse students, what remains an unknown in special education is why there is a persistent underrepresentation of Black as having learning disabilities, which leaves unanswered questions about proper identification and academic support services. Therefore, the article analyzes and synthesizes relevant literature that can support remediating the learning disabilities of Black males. The article begins with a review of the literature pertaining to Black males, followed by language and literacy strategies. Finally, the article concludes with implications for teaching.