The purpose of this qualitative phenomenological study was to explore how the K-12 education experiences of Black males in undergraduate teacher preparation programs influenced their decision to pursue a baccalaureate degree in education. The researcher used a semi-structured questioning protocol to interview eight participants, all of whom were Black males majoring in education at a 4-year postsecondary institution. Using critical race theory as a lens, three themes emerged through data analysis: Black males felt ostracized in predominately White schools, having Black teachers inspired Black students to be successful in school, and fair treatment and encouragement made a positive difference for Black males. The findings highlight that seeing Black males for who they are and motivating them in their K-12 experiences can lead them to pursue a career in education. Moreover, the study underscores that the treatment of Black males in K-12 is critical to addressing the underrepresentation of Black males in Americas teachers' workforce. [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.]