Despite the growing evidence of the benefits of having a teacher of the same race and ethnicity as the student, the educator workforce remains overwhelmingly White, while the K-12 student population is becoming more diverse (Egalite & Kisada, 2018; Gershenson et al., 2016; National Center on Education Statistics, 2019). Historically Black Colleges and Universities (HBCUs) have demonstrated a successful track record of preparing Black teachers. Using a quantitative research methodology, this investigation sought to identify and evaluate the effectiveness of recruitment practices that HBCUs implement to attract teacher candidates. The analyses revealed that HBCUs implement practices that are culturally relevant and aimed at reducing barriers that many Black and minority teacher candidates face, such as college affordability and flexible options to licensure and program completion. The difference between the means of the practices was small, and the independent samples t-test yielded results that were not statistically significant. Implications for future research, policy and practice to enhance teacher diversity are discussed.