The manuscripts in this special issue chart a new landscape for educational research on male teachers of color.The contributors examine the lived complexities subsumed under the umbrella of 'male teachers of color,' and place research on distinct groups of male teachers of color in conversation with one another.The manuscripts in this special issue reflect the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for male teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors provide a strong theoretical foundation for filling the empirical gap on male teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be 'male' or 'of color' in the context of the teaching profession? What are the aims of racial and ethnic diversity in the field of education? The research included in this special issue explores topics including, but not limited to, male teachers of color's perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectation of performing as a role model in the classroom. Moreover, the articles provide explicit implications for teachers, teacher educators, university and PK-12 administrators, education activists and/or education policymakers.