This Dissertation in Practice (DIP) explores the experiences of Black male faculty at Kent State University, a predominantly White institution, employing counter-narrative, a tenet of Critical Race Theory (CRT). Using qualitative narrative inquiry and autoethnography, the study investigates how race, gender, access to resources, and preparedness intersect and impact Black male faculty members' professional identities, sense of belonging, and pursuit of success. By centering the voices of five Black male faculty members, this research uncovers systemic barriers such as racial bias, isolation, and lack of mentorship that impact their career trajectories and overall wellbeing. The dissertation aligns with the Carnegie Project on the Education Doctorate (CPED) principles by focusing on issues of diversity, equity, inclusion, and belonging (DEIB), generating new insights into institutional practices that could affect recruitment, retention, and advancement of Black male faculty. Key findings underscore the importance of tailored support systems, recognition of invisible labor, and the establishment of community as mechanisms for fostering resilience and empowerment. The study concludes with actionable recommendations for academic institutions to enhance DEIB initiatives and support Black male faculty members, ultimately contributing to a more inclusive and equitable higher education landscape. [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.]