Desegregation marked the beginning of a long period of loss of Black teachers within the profession. First, Black teachers were not hired in desegregated schools, and then as other professional opportunities opened up in society, fewer Blacks entered the teacher pipeline. The purpose of this literature review is to synthesize research relevant to understanding factors influencing the current number of Black teachers in the workforce and how to increase this number using alternative certification routes. Nontraditional programs that have been successful in recruiting and retaining Black teachers are highlighted.