The recruitment and retention of Black male teachers continue to be a national effort. While there is a plethora of research on attempts to solve this critical issue of teacher diversity, Black males continue to represent the lowest percentage of teachers within the profession. This study narrows the research on Black male teachers by adding the contextualized lens of Black male teachers in the south. Additionally, this qualitative study explored Black male teachers in the south's racialized and gendered experiences to identify how those experiences impacted their teaching practices. The following research questions guided this study: 1) What are the racialized and gendered experiences of Black male teachers in the south; 2) What are the teaching practices of Black male teachers in the south?; and 3) How do the racialized and gendered experiences of Black male teachers in the south impact their teaching practices? was collected data through two rounds of semi-structured interviews and document analysis. Thematic analysis was utilized to analyze the data, and findings were condensed to themes that explained the Black male teacher's racialized and gendered experience impact on their teaching practices. Recommendations are provided for school and district leaders, professional development staff, teacher preparation programs, and other educational stakeholders. [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.]