Since the 1960s, African American (AA) male literacy has been a concern among scholars. According to recent studies, AA male third graders' reading standardized test scores lag behind other students, demonstrating that AA boys' reading abilities need improvement. This basic qualitative study aimed to explore kindergarten through third grade reading teachers' perspectives on instructional practices used to teach AA boys how to read. Guided by Ladson-Billings' conceptual framework and culturally relevant pedagogy, the research question was utilized to analyze teachers' perspectives via semistructured interviews. Purposeful sampling was limited to kindergarten through third grade reading teachers of AA boys and recruited via social media and snowball sampling. Nine semistructured interviews were analyzed using content analysis with the NVivo software to develop codes and themes. The results indicated that reading instruction is more than what the National Reading Panel prescribes of an effective reading program. In addition, reading instruction also involves sociocultural and socioemotional factors, knowledge of students' backgrounds, and reading materials AA boys prefer. The study's outcome culminated with a 5-day PD project designed to familiarize teachers with the needs of AA boys and to assist them with creating an enhanced and differentiated reading unit. These results may benefit teachers by helping them increase AA boys' literacy, access higher education and careers, make positive contributions to society, and place AA boys on a trajectory to make positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]