The problem associated with this research inquiry is that Black males are underrepresented in school counselor positions in K-12 schools. Although studies exist in the literature that highlight their importance in the education arena, the impact of Black males working in the school counseling profession has not been well-researched. The purpose of this qualitative descriptive, phenomenological study was to understand the unique experiences of Black male school counselors regarding their underrepresentation in the school counseling profession. The conceptual framework guiding this study is Giorgi's descriptive phenomenological psychological method and social constructivist theory was the theoretical framework. Procedural processes associated with the descriptive phenomenological psychological approach was implemented to collect and analyze data. Results indicated that while Black male school counselors faced personal and professional challenges, supportive services and networks contributed to their success as school counselors in K-12 public schools. The findings from this study will impact positive social change by bringing awareness to counselor education graduate programs and potentially boost recruitment and retention efforts as well as influence school district stakeholders to improve upon their efforts to increase diversity within their campuses' school counseling programs. [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.]