For the data presented in this report, the author analyzed 17,587 Black, Hispanic, and White male and female students (Black males; N = 1,149) who completed the High School Longitudinal Study of 2009 (Ingels et al., 2011). This is a brief report from a larger study completed under the auspices of the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) for the United States Department of Education, Office of Special Education Programs (OSEP). It discusses how Black males with disabilities end up in honors classes while others without disabilities end up in special education, and may help educators gain a better understanding of an enduring problem, as well as reveal hidden solutions, for optimizing education among school-aged Black males. (Contains 2 tables and 1 figure.)