Black male teachers (BMEs) make up less than two percent of the entire educator workforce in the U.S. (Clark, 2020; DeRuy, 2016; Eng, 2020; Oakley et al., 2009), and in Florida, Black male elementary teachers (BMETs) comprise about 1.5% of all educators (FLDOE, 2022). Stephens et al. (2019) shared that all children benefit from experiences with diverse educators such as BMETs. This study contributed to the existing literature surrounding the importance of recruiting and retaining BMEs in elementary classrooms. The purpose of this study was to learn about the experience of BMETs at predominantly white schools (PWIs). In this qualitative study, I focused on the following research questions: (R1) How do Black male elementary teachers describe critical incidents they experience that are related to their race and gender? (R2) What successes and challenges do Black male elementary educators experience in developing relationships with students and colleagues? During a seven-week period, I conducted three rounds of interviews with five BMETs located in the eastern region of the United States while also gathering artifacts in the form of critical incident logs. Participants in this study revealed that BMETs face barriers in PWIs from white supremacy, encounter challenges while building relationships at schools, and are negatively affected by critical incidents inside and outside of schools. This study also illustrated that despite battling white supremacy in schools, BMETs are highly motivated to teach because they want to serve as role models for students, support and encourage children, and be interwoven into the community of their school by having authentic, positive relationships with coworkers, families, and administrators. BMETs want to help students, especially BIPOC children who are often marginalized academically and behaviorally in the current education system. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]