Black staff in out-of-school time (OST) programs are frequently positioned as disciplinarians, behavior managers, or "chaperones," while curriculum and instruction responsibilities are assigned to formally trained (and often White) educators. Imbalances in power and funding mean White leaders usually hold decision-making authority, while Black frontline staff, typically working part-time, bear most on-the-ground responsibilities (Baldridge et al., 2024). These staff may be positioned as cultural brokers and natural mentors to youth who share their racial identity, but their capacity otherwise remains underutilized (Cherfas et al., 2021). Many OST programs lack policies and training that recognize staff members' cultural knowledge and lived experiences and can develop these assets as instructional resources. Rather than being constrained by these barriers, some Black OST staff leverage their community cultural wealth (CCW, Yosso, 2005) to bridge skill gaps, adapt to resource limitations, and implement effective strategies that support youth development. This study unveils how Black staff in one OST program in a racially minoritized community used CCW to position themselves as key educators rather than peripheral staff. Using Yosso's (2005) typology of six kinds of CCW, we examine how Black staff members described their use of CCW in their work with young people. Findings emphasize the need for OST programs to integrate CCW into staff training, mentorship, and leadership pathways, giving Black professionals the support, recognition, and resources they need to thrive. Their CCW makes Black staff integral to educational equity. Transforming how the field thinks about the professional development and integration of racially minoritized OST staff is necessary to broaden access, learning, and cultural responsiveness. This transformation can result in improved outcomes for racially minoritized part-time OST staff and the young people they serve.