Within schools across the nation, disproportionality in school discipline policies and practices continues to impact many racially and ethnically minoritized (REM) students. To combat the detrimental implications of discipline disproportionality, systemic changes to policies, practices, and accountability for teachers and school staff are required. Additionally, more culturally responsive social-emotional learning programs and interventions intended for Black males are needed to teach and promote culturally relevant prosocial behaviors. The current study sought to collect evidence from leading experts regarding the cultural validity of a culturally enriched social skills program for Black male adolescents titled "Black to Success" (B2S). Feedback from experts was integrated into the B2S curriculum to foster effectiveness and appropriateness for Black male participants. Results suggest that experts agreed or strongly agreed that the ten social skills and instructional strategies within B2S were important and culturally relevant, and included activities that promote positive racial/ethnic identity development of Black adolescent males.