White teachers who purpose to support the cultural integrity of African American students must possess essential knowledge, skills, and dispositional understandings relative to Black history and culture. This qualitative study examined the content and conceptual knowledge of 41 individuals relative to African American history and culture through personal interviews, a focus group, and survey interviews. Utilizing their formal and informal learning experiences, the participants highlighted the essential content and concepts relative to Black history and culture necessary for White teachers who work in schools with large numbers of African American students. We provide recommendations for teacher educators charged with preparing culturally relevant teachers and school administrators for supporting the enhanced content and conceptual understandings of White teachers.