Black males comprise approximately 3% to 5% of the overall K-12 teaching workforce. The science, technology, engineering, and mathematics (STEM) fields are overrepresented in this shortage. This research project aimed to shed light on the experiences of Black male STEM educators to better understand what garnered their interests in STEM, and what ultimately led them to step into the STEM classroom. This study used a critical anti-deficit framework and hermeneutic phenomenological philosophy to understand the experiences of 10 Black male STEM educators in Alabama ranging from three to 30 years of teaching experience. Research data were collected through two semi-structured interviews. Participants' initial STEM interest was cultivated through relationships formed with K-12 teachers and was further developed in college through STEM-required majors and career trajectories. Those who attended Historically Black Colleges and Universities (HBCU) reported feeling greater comfort in STEM due to positive relationships formed with peers and professors in comparison to those who attended Predominantly White Institutions (PWI).. Eight of the 10 participants never planned to teach, however personal circumstances steered them toward the teaching profession, allowing them to utilize their degree while simultaneously motivating and inspiring a younger generation of students to be their best selves. Pedagogically, teachers valued inquiry-based approaches and helping students make meaningful connections through the content to the real world. Positive relationship building with students and colleagues was deemed valuable to all participants. Lastly, participants provided insights on education's greatest challenges and offered possible solutions to those problems. These findings indicate that greater emphasis needs to be placed on developing the STEM identity of adolescent Black males through encouraging them to take advanced and honors STEM courses. Recruiting and retaining Black male educators to teach advanced STEM courses will enable Black boys to see Black men in roles beyond disciplinarians and athletics. Black male university faculty need to be intentional about mentoring Black males as they enter their departments. Teacher recruitment begins early by showing that teaching is a viable career option. Actively engaging Black males in future teacher clubs could provide them with a glimpse into the teaching profession. [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.]