The purposes of this article are to describe the ways in which prospective teachers integrated the experiences of African American Students into their mathematics instruction and determine how the outcomes from prospective teachers' use of experience-centered instruction intersects with best practices In teaching mathematics. Tenets of phenomenological studies were employed using interpretative data from a group of eight undergraduate prospective teachers who experienced the phenomenon of mentoring and providing academic assistance to African American Students. The results indicate that projects of this sort can serve as a conduit for the acceleration of culturally relevant pedagogical savvy and simultaneously promote astuteness among students who have been unscrupulously limited to high concentrations of such desirable practices. (Contains 1 figure.)