This qualitative phenomenological study addressed the underrepresentation of Black males in education by exploring the professional and lived experiences of Black male educators in urban North Carolina schools. The study utilized Critical Race Theory (CRT) to contextualize the lived experiences and persistent struggles of Black male educators and their impact on student learning outcomes. Data were collected through semi-structured interviews and focus group discussions from 10 Black male teachers and a focus group of five Black male educators. The research questions focused on recruitment strategies, the influence of Black male educators on Black students' academic performance, and the role of school districts in increasing Black male educator recruitment. These questions are What strategies do you believe should be implemented to recruit and retain more Black male educators, how do Black male educators in North Carolina describe the influence that they have on the academic performance of Black students, and how do Black male educators describe the role of school districts in increasing the recruitment of other Black male educators. Through data analysis, six themes emerged: (a) the tendency to push Black males towards administrative roles, (b) their stereotypical portrayal as disciplinarians, (c) their status as favored teachers across racial lines, (d) a shortage of Black males in K-12 education, particularly in grades K-5, (e) reliance on encouragement from influential figures to pursue teaching, and (f) low teacher pay as a significant factor in considering career disassociation. Recommendations for future research include policies to enhance recruitment and retention efforts for Black male educators, acknowledging their potential to positively influence student achievement. Increasing enrollment of Black male educators in the K-12 education system is suggested to improve diversity in the teaching profession and enhance educational outcomes, particularly for Black students. [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.]