In this article, the author utilizes the culturally congruent work of Gay (2010) and Ladson-Billings (2009) to highlight culturally responsive teaching as a viable option for African American students in higher education mathematics spaces. He offers translations of Gay and Ladson-Billings' work to Africana mathematics and argues that these practices increase access to rigorous culturally responsive mathematics and enact the brilliance that African American students bring to the mathematics space (Leonard & Martin, 2013). The author also challenges postsecondary educators to allow culturally responsive practices to shape their instructional practices. In addition, he shares future research directions for African American students in mathematics, preservice mathematics teachers, and mathematics professors.