This article draws from a qualitative study often Black male K-12 teachers from the Hip Hop Generation who are closely connected to Hip Hop culture and have been effective in addressing the academic and social needs of Black boys. Through an analysis of their social, educational and cultural experiences, this article highlights three organizing principles drawn from Hip Hop Culture--(a) Call to Service, (b) Commitment to Self-Awareness, and (c) Resistance to Social Injustice--which profoundly shaped the teaching identities of these Black men. The author discusses the implications of these principles for conceptualizing and creating teaching and learning environments that are supportive for Black male teachers and increase the capacity of all teachers to effectively teach diverse student populations.