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As the demand for computing careers increases, it is important to implement strategies to broaden the participation in computer science for African Americans. Computer science courses and academic pathways are not always offered in secondary schools. Many teachers are not trained in computer science, yet are pushed to incorporate more computing, computational thinking, and computer usage. A qualitative focus group study was implemented to assess the computer science identities of African American teachers and of their respective urban secondary schools serving African American students. Three major codes were identified: district administration of computer and computing implementation, teacher attitudes towards computer science instruction, and teachers’ recommendations to improve computer science and computational thinking instruction and outreach for African American secondary school students. Findings can be used to improve computer science and technology rollout programs from county and district administrations, teacher instruction with digital tools, and computer science outreach for African American secondary school students.