This article examines how stereotypes of Black males and Black masculinity operate in the construction of the Black male of African descent in the Canadian educational context. Specifically, the study discussed here examined how this archetypal frame informed the lived experience of second-generation Ethiopian males in relation to race, academic performance, ambition to achieve their desired goals, and integration into Canadian society. From qualitative interviews conducted with 11 second-generation Ethiopian males, the study found that stereotypes of African cultural identity and its cumulative effects in their developmental years, along with culturally specific protective factors by way of family, nurturing relationships, and robust social support systems equipped them with the ability to nurture their potential and build on their abilities and skills, to enable them to realize their ambitions. The findings have implications for how social workers/counsellors in educational or clinical contexts can better advocate for a more expansive curriculum and support Black male students of African descent in their pursuit of educational success to enable a healthier pathway to integration.