African American male teachers have navigated a complex web of challenges such as limited recognition, racial stereotypes, salary disparities, and low representation in the context of metro area public schools. The problem addressed in this study was the shortage of African American male teachers in the United States. The purpose of this qualitative interpretative phenomenological analysis was to examine the lived experiences of being an African American male teacher, thus discovering insights that could be used to formulate strategies for increasing the African American male teacher pool. The study was grounded in the critical race theory as the theoretical framework for informing the racial dynamics within educational settings. The research questions in the study were those asking: (1) What do African American male teachers believe influences them to pursue careers in public schools? (2) What obstacles have African American male teachers had to overcome to enter and continue working in public schools? (3) What strategies do African American male teachers believe would increase the candidate pool of qualified teachers within their demographic? Ten African American male teachers teaching in metro public schools were identified using a purposive sampling method, and data was collected through semi-structured interviews. Four major themes emerged from the thematic analysis: (1) Societal perceptions and cultural expectations, (2) Role models and representation, (3) Barriers to entry and discrimination, and (4) Unfavorable work conditions. The findings of data analysis reveal that cultural beliefs, gender stereotypes, a lack of representation, and unpleasant work conditions all have a substantial impact on African American male teachers. The research findings suggest potential directions for future research, including the utilization of longitudinal career surveys and quantitative methods such as quasi-experimental design to broaden the geographical scope and increase the validity of the findings. [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.]