This mini-ethnographic case study explores how mathematical activity and practices emerge within the cultural practice of Black hair braiding, illuminating the brilliance of Black girls as mathematical thinkers within a culturally affirming space. Grounded in the theoretical frameworks of ethnomathematics (d’Ambrosio, 1985; 2017) and mathematical enculturation (Bishop, 1988), the study examines how mathematics is enacted, explained, and embodied during participation in a two-day braiding camp designed to teach traditional Black hairstyles. Participants include nine Black girls, ages 9-17, and the camp’s Black woman director, whose instruction positioned braiding as both an entrepreneurial and creative cultural skill. Data sources consisted of field observations, interviews, participant workbooks, reflective journals, and focus group transcripts. Ethnographic analyses such as domain and taxonomic analysis and word-frequency analyses in NVivo were employed to identify patterns of mathematical activity and practice. Findings revealed that participants engaged in all six of Bishop’s (1988) universal mathematical activities: counting, measuring, locating, designing, explaining, and playing. Participants’ verbal explanations reflected alignment with the Common Core Standards for Mathematical Practice (CCSSI, 2023), particularly in making sense of problems, attending to precision, and modeling with mathematics. Moreover, the camp served as an identity-affirming space. The study concludes that braiding, as a cultural practice, constitutes a form of “Black Girl Math”, a framework that makes visible the mathematics Black girls already do within their lived experiences. These findings challenge Eurocentric definitions of mathematics and advocate for recognizing and integrating culturally embedded mathematical practices in formal education.