There is a severe shortage of Black scientists in the United States. Amid the recent national movement to dismantle systemic racism and racial injustices, many scientists publicly highlighted the prevalence of racist learning environments in STEM, contributing to the underrepresentation of Black students in STEM fields. Acknowledging this longstanding troubling reality, this article emphasizes the instrumental role of chemistry department chairs in advancing Black student success in chemistry and STEM broadly. Guided by literature on systemic change and equity in higher education as well as our research on the Black student experience and teaching practices in chemistry, this article describes the following five recommendations for actions that chemistry chairs should consider enacting to promote equity-mindedness within their departments to advance Black student success: (i) disaggregate data to make publicly visible racial inequities; (ii) offer formal opportunities for Black students to candidly share their perspectives; (iii) conduct systematic assessment of course syllabus; (iv) measure teaching practices; and (v) create chemistry education research positions. The enactment of these recommendations by chemistry chairs provides meaningful opportunities for faculty and staff to critically examine the chemistry learning environment using an equity-minded approach to in turn inform the development of strategic efforts to support the advancement of Black student success.