This study examines the relationship between mathematics dispositions and the mathematics achievement of Black students. The study aims to elucidate the acute effects of mathematics dispositions, such as identity, self-efficacy, interest, and utility, on the mathematics Grade Point Averages (GPAs) and credits earned by Black students. A canonical correlation analysis was performed on data from a sample of Black students (N = 2,492) who participated in the High School Longitudinal Study of 2009/2012. The results indicate that mathematics identity, self-efficacy, and interest are uniquely related to persistence and mathematics performance for Black students. This study contributes to the mathematics education scholarship by providing data-driven recommendations to support Black students' mathematics instruction that maximizes the influence of their unique mathematics dispositions on their long-term learning outcomes.