Purpose: The purpose of this study is to examine three black African male mathematics teachers' preparation, teaching experiences, why they chose to become teachers in a diverse school district, the successes and challenges they faced and the impact of a same race and gender peer mentoring program on them. Design/methodology/approach: This study used collective case study methodology to better understand three black African male mathematics teachers' experiences in a same race and gender peer mentoring program and their professional experiences. Findings: The results illustrated that all of the black African male mathematics teachers had experiences predicated on their race and gender. The same race and gender peer mentoring program helped black African male mathematics teachers to receive proper induction into the school district, navigate their schools and district and help create an environment to support their retention in schools and the district. Originality/value: This study adds to the growing body of research on black male mathematics teachers and sheds light on how the same race and gender programs help to retain them in the profession and their schools.