As America's K-12 student population continues to become more diverse, it is important that the ethnic background of the teacher population reflect this change. A crucial aspect of this diversification effort includes black male teachers. The purpose of this study was to explore and examine the experiences and perspectives of African American male K-12 teachers. In doing so, this study would help to tell us more about their identities, teachings and relationships with other educational staff and students. Other secondary focus areas include black male teacher experiences within their educational settings and how black male teachers describe their relationships with minority students--especially males. In conducting the study one-on-one face-to-face interviews were conducted along with participant observations. Emergent themes that surfaced were: lack of black male teachers, being the only black male teacher, being a role model, being a disciplinarian, and teaching being a gendered and ethnic dominated profession. The participants highlighted issues that questioned notions of gender matching teachers and students along with debating the assurance of acceptance of black male teachers from minority students solely on the basis of their ethnic background. Additionally, participants described issues of ascribed and self-defined identities as black male teachers. Findings in this study can be used by teacher preparation programs, educational policy makers and administrators to facilitate positive change in the continued diversification of America's teacher workforce for the purpose of improving academic achievement for K-12 students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]