This qualitative descriptive study aimed to explore how Black male teachers perceive their tokenization experiences in urban school environments in the Southwest United States. The theoretical foundation of the study is Kanter's Theory of Tokenism. A sample of 31 Black male teachers working in urban school environments were recruited to answer two research questions related to urban schools in the Southwest US: How Black male teachers describe (1) their experiences of tokenization and (2) how they cope with their experiences of tokenization. Data was collected via video conferences with 15 individual semi-structured interviews and two focus groups (one with 11 and one with 5 participants). Thematic analysis was used to analyze the data. The themes that resulted were (a) the underrepresentation of Black male teachers, (b) interplay between social and economic elements, (c) sense of confinement, (d) lack of leadership, (e) lack of support, (f) sense of belonging, (g) self-efficacy, and (h) capitalizing on the student community. The findings revealed that Black male teachers often felt isolated and faced challenges in asserting their professional identity due to tokenization. Coping mechanisms included seeking colleague support and building strong relationships with students and the community. The study contributed to a deeper understanding of the experiences of Black male teachers in urban education. Implications were that educational leaders and policymakers should consider the experiences of Black male teachers to understand how their experiences influence their desire to remain in the profession. The study highlighted the importance of creating inclusive and supportive school environments. [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.]