Many studies provide evidence for the strong influences of same-race peer networks on Black student achievement and racial identity in private and elite schools; however, research is lacking regarding these influences for Black achievers in predominantly White public schools. In this article, the author examines how nine high-achieving Black students in a predominantly White public high school created and used informal and formal same-race peer networks in their school to buffer experiences with racism and affirm their racial identity. Drawing on data from a yearlong qualitative investigation, the author discusses how the use of these identity-affirming counter-spaces serve as a positive resistance strategy for these students and allows them to maintain a strong racial sense of self in their maintenance of school success. Findings from this study reinforce the importance of having safe spaces in predominantly White learning environments for Black students to escape psychological, emotional, and physical stress stemming from experiences with racism. (Contains 2 tables.)