Educational stakeholders often recruit male teachers of color as solutions to the problems facing Black and Latino boys and young men in PreK-12 schools. However, given the assumptions made of these teachers' role in the lives of boys of color and their disproportionally low presence, few studies have considered what boys themselves report as missed because of the absence of Black and Latino male teachers. This case study drew from the voices of five Black and Latino adolescent boys in one urban secondary school in the United States to theorize what the participants "missed" (e.g. yearned for connections, reflections of self) and "missed out on" (e.g. seeing positive images of men of color) by not having a more robust presence of Black and Latino male teachers of color or "misters." Findings indicated the need for boys' voices in advancing nuanced recruitment and retention discourses for their male teachers of color.