The aim of this research was to explore the social and task-related antecedents that contribute to the retention and success of Black male teachers. The underrepresentation of Black male teachers in the education system has garnered increasing attention due to its potential impact on student achievement and the cultivation of diverse learning environments. School districts across the nation work to increase the representation of Black male teachers and despite those efforts, representation remains low. Social boundaries confound the experiences of Black male teachers, the negotiation of interaction between colleagues, and self-doubt that make school-based experiences less rewarding. However, limited scholarly attention has been devoted to understanding the specific factors that influence the retention and success of Black male teachers, particularly from a phenomenological perspective. Through a qualitative phenomenological approach, the researcher gained an in-depth understanding of the lived experiences of Black male teachers and the complex interplay between social and task-related factors that affect their retention and success. Phenomenology allowed for the exploration of individual perceptions, meanings, and experiences, which is essential in capturing the unique challenges and supports encountered by Black male teachers within the educational context. By employing phenomenological methods such as in-depth interviews and thematic analysis, this study was able to uncover several underlying factors that contribute to both the retention and success of Black male teachers, shedding light on their experiences and providing insights into strategies that can enhance their professional development and job satisfaction. This research also contributes to the existing literature by filling the gap in knowledge regarding the social and task-related antecedents to Black male teacher retention and success. The findings of this study have implications for educational policies and practices aimed at promoting diversity, equity, and inclusivity within the teaching profession. Understanding the factors that foster the retention and success of Black male teachers can help inform targeted interventions and support systems that enhance their professional experiences, ultimately benefiting both teachers and students in the educational landscape. [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.]