The low number of male elementary and early childhood teachers is problematic in the United States (National Center for Educational Statistics, 2020). Of the 1.8 million public school elementary teachers (pre-Kindergarten-6th grade) in the 2017-2018, male elementary teachers accounted for 11% of the total (NCES, 2020). Colleges of education have also experienced low numbers of enrollment for male preservice teachers. The researcher sought to understand the experiences of male preservice teachers and graduates of the elementary and/or early childhood education program at the University of Central Missouri. Interviews with current male preservice teachers, male graduates, and current and former faculty at UCM, as well as a focus group and observations, were conducted to understand the experiences of these male elementary preservice and practicing teachers. The study produced the overarching theme of the power of social connections, which influenced recruitment and retention of male elementary preservice teachers and male elementary teachers. Recommendations for practices of colleges of education include suggestions in the areas of administration, curriculum, faculty behaviors, and collaboration, all stemming from the overarching theme of social connection and the findings from interviews, observations, and the focus group. [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.]