Workers in STEM professions make a major contribution to the nation's global competitiveness by developing innovative technologies and products and establishing new companies. To better understand Black/African American teens' experiences studying math and the factors that may influence their math course-taking and achievement, the authors studied the responses of teens to survey questions about the following factors: (1) Classroom climate (teacher and peer interactions in math class); (2) Math identities and beliefs about math (teens' views of their math ability, how math ability develops, and the importance of studying math); and (3) Support from parents around math learning (parental expectations and providing help). This analysis is part of a larger study NORC conducted to explore how teens view math (math mindset), their own math abilities (math identity) and their experiences studying math (instructional contexts). The data was collected through a survey of a nationally representative sample of teens ages 13-17 and administered in the fall of 2021. This report is a brief description of the research methods followed by a summary of the findings.