Following the Brown v. Board of Education decision, tens of thousands of Black educators were removed from America's classrooms (Milner & Howard, 2004). To this day, only 7% of teachers are Black (Institute of Education Sciences, 2020), meaning Black students can spend some, if not all, of their educational career taught by someone who does not share their race (Wynter-Hoyte, 2020). All students benefit from being taught by a Black educator (Carver-Thompson & Darling-Hammond, 2017), in particular, students of color. Research has shown that when Black teachers teach Black students, their expectations are often higher, student achievement increases, and students are more likely to graduate (Carver-Thomas & Darling-Hammond, 2017). While all levels of education can play a role in increasing the Black teachers in America's classrooms, teacher preparation programs can do so by focusing on the experiences of Black student teachers. This phenomenological study uses Urie Bronfenbrenner's Ecological Systems Theory to explore Black student teachers' experiences through the context of classroom and school microsystems, as well as the influence of the macrosystem. Implications from this study provide actionable steps teacher preparation programs can take to ensure Black student teachers enter, and stay, in the field of education. [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.]