Sub-Saharan African immigrant youths (SSAIYs) are culturally unique; however, their schooling experiences are usually absorbed into categories of other minority groups or the general Black population. In this presentation, we report a qualitative study that draws on theoretical frameworks of African Indigenous Knowledge (AIK) and storylines, an aspect of positioning theory to analyze the mathematics learning experiences of 12 SSAIYs enrolled in the Greater Edmonton schools. We identified the following storylines: “Practice makes perfect in mathematics learning”, “mathematics is relevant in everyday life”, and “English language is not a hindrance to success in mathematics”. Our presentation will focus on elaborating how these storylines align with African Indigenous perspectives that espouse diligence, perseverance, and resilience.