African American (AA) men have unique perspectives, talents, and insights that are currently absent from public school systems, despite the fact that they have made significant contributions to the field of education and to African American children in particular (Hayes, Juarez, & Escoffery-Runnels, 2014). Studies outline the importance and the need for AA male teachers, explicitly documenting AA male teachers, have the possibility to change the dismal trends in education that are connected with Black male students. These trends include behavioral concerns that result in suspension and explosion, poor test scores, lack of interest in school along with dropout rates and school achievement (Bryan & Browder, 2013). This narrative study examined and illuminated the lived experience of 6 African American male teachers who are currently or who are retired from a K-12 public school sector. Data was collected using one-to-one interviews. The researcher referred to Muylaert, Sarubbi, Gallo, Neto, and Reis (2014) for providing an unstructured interview tool to gain in-depth lived experience of African American male teachers. Utilizing the Nvivo 11 Pro© coding system as a guiding source to determine the quintessence of the participants' lived experience. The results of this study reveal that the participants value their role as teachers. They confirm that African American male teachers still have a lot to overcome. While policy and systems still need to be addressed, AA male teachers would not want to be in any other profession. [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.]