This study delved into the recruitment and retention challenges faced by Black male K-12 teachers in California's Central Valley, shedding light on their perceived impact on students. The underrepresentation of Black male teachers, comprising only 2% of the national teacher workforce and less than 1% in California, underscores the urgency of examining their experiences regarding recruitment, retention, and influence on students. Employing Critical Race Theory as a conceptual framework, the study aimed to amplify the self-reported lived experiences of Black male K-12 teachers through the lens of gender and culture, specifically within the Central Valley region. Employing a qualitative approach, the research adopted narrative inquiry, featuring insights from seven Black male teachers. Semi-structured interviews conducted via Zoom formed the basis for data collection, guided by the overarching research question focusing on identity, recruitment, retention, and impact on students. Thematic analysis of transcribed interviews revealed a spectrum of experiences, including both negative aspects, such as racial stereotyping, and positive elements, like mentorships, significantly shaping the participants' identity as Black male students in the American education system. Results underscored the challenges Black male teachers encounter during recruitment, primarily stemming from racial and gender-based barriers. Despite these obstacles, participants expressed a commitment to remaining in the profession, emphasizing the empowering impact their representation has on students and the broader community. The findings suggest a need for intentional efforts in creating culturally conscious mentorship opportunities for Black male students starting as early as fourth grade to foster a strong self-identity and promote academic excellence. In terms of policy implications, educational leaders are urged to scrutinize cultural biases embedded in California's teacher credentialing requirements, perpetuating the shortage of Black male teachers. Additionally, the study advocates for future research expanding its scope to encompass more regions in California to gain a comprehensive understanding of the lived experiences of Black male K-12 teachers. [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.]