Despite students of color comprising over 50% of current classroom populations and the United States Census Bureau's prediction that people of color will become the "majority-minority" in the overall United States population by 2043, these trends fail to correlate with representations of educators of color in P-12 education, especially for new cohorts of Black male teachers. In fact, according to the National Center for Education Statistics (NCES), male educators comprise only 23% of the public school workforce and more Black male teachers represent less than 2% of the total teacher population. Undoubtedly, the clarion call of all stakeholders within P-12 education should be seeking and retaining qualified and caring educators regardless of race or ethnicity. As such, race and ethnicity cannot be the sole factor in determining how teachers are recruited, hired, and promoted. However, there is an abundance of evidence to support the presence of diverse racial and ethnic demographics as necessary, influential factors in creating progressive school systems. Therefore, the diversification of P-12 schools should remain a key priority in current education reform strategies. The content of this white paper will include a critical examination of the career trajectories of Black male educators from three perspectives: recruitment, retention, and mobility. Insights, observations, and opinions of these dynamic fellows, using reflective quotes and personal narratives are incorporated throughout this document. Finally, this focused dialogue presents recommendations for future initiatives, models, and actions supporting Black males in education.