This Endarked Feminist Narrative Inquiry explored how three Black, Metropolitan Atlanta High School students' classroom experiences receiving Revolutionary Love (RL) from a Black teacher influenced their decision to become educators. Through RL, the Black teacher embodied a kinship love that 1) holds Black students (and ourselves) accountable, 2) holds space for Black students, 3) helps Black students heal from systemic racism, and 4) helps Black students escape multiplied oppressions. Furthermore, the study investigated whether the Black students'--now classroom teachers--experiences receiving revolutionary love from their Black teacher influenced their pedagogical praxes. Black teachers' past and present roles in the fight for Black liberation and addressing the teacher shortage post-"Brown v. Board of Education" (1954) were reviewed. The data included interviews, a focus group, and autoethnographies. Endarkened Feminist Epistemology (EFE) and Fugitive Pedagogy guided the analysis, which involved a collage of decolonizing and traditional coding practices. The findings revealed that Black teachers who embody RL, highlight the stories of Black ancestor educators, and simplify the tenets of pedagogy to inspire their Black students to become teachers. In this way, Black teachers can directly inspire the next generation of teachers and build a more equitable, just educational system for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]