The under-representation of Black male teachers in special education has significant consequences. Historically, Black males account for the disproportionately high number of children served in K-12 special education programs (Talbert-Johnson, 2001). Often, the children are evaluated using racially-biased assessments (Cartledge & Duke, 2008). Further, the children are often assessed and serviced by educators who reflect neither the diversity of the student environment and classroom (Tyler, Yzquierdo, Lopez-Reyna, & Flippen, 2002), nor are the educators prepared to meet the cultural needs of students from diverse backgrounds (Cramer, 2015; Ford, 2012). In urban public school areas, larger concentrations of minorities often exist (Ford, 2012), and Black males with special education needs will spend a majority of their public education in a classroom with a nonminority female teacher (Bryan & Ford, 2014). Researchers have suggested that for minority children, particularly in urban schools, the notion of being taught by White American females with limited exposure to the experiences and culture of minority children is distressing (Cramer, 2015; Talbert-Johnson, 2001). For example, Talbert-Johnson (2001) found that many White American female special education teachers felt poorly prepared to work with Black children. Black male children who matriculate through K-12 public schools without engaging with a Black male teacher means the students are denied perspectives, guidance, and an understanding that may only come from a Black male teacher.