Despite existing recruitment and retention efforts, there has been a persistent underrepresentation of Black men teachers in the U.S. educator workforce. The present study employed a phenomenological approach to examine what motivated Black men (n = 27) to enter the teaching profession. We drew on the social-cognitive career theory (SCCT) framework to analyze the most salient factors that Black men teachers referenced in their career decision-making processes. The results pointed to various factors contributing to Black men entering this profession including early experiences in education, role models, and exposure to ineffective classroom teachers. Our findings have implications for future research and policies related to the creation of teacher recruitment efforts and pipelines into the profession for Black men.