Black teachers are disproportionately underrepresented in U.S. public schools. Over the past five decades, the percentage of Black teachers has not surpassed nine percent. Considering this trend, teacher education programs play a vital role in the retention of Black teachers. Hence, inadequate teacher preparation produces ineffective teachers, negatively influences teachers' efficacy and intentions to remain in classrooms, and subsequently hinders teaching and learning in classrooms. This qualitative study examines the teacher preparation experiences of twelve Black female teachers. Utilizing phenomenology as a theoretical lens, we identify four salient themes and engender recommendations for teacher preparation programs.