In this autoethnography, I utilized the concepts of otherfathering, social capital, and testimonio (i.e., testimonial) to explicate the need for and value of Black male mentors in physical education teacher education (PETE). To do so, I describe how three of my mentors operated as otherfathers by imbuing me with the social capital needed to be successful in academia. I conclude by arguing for specific intersectional efforts to support Black men and Black women in PETE, along with the establishment of organizational efforts, to meet the needs of Black professionals in PETE.