Three decades ago, the U.S. Department of Education identified increasing the number of teachers of color as a priority. Three decades later, the nation is still confronting a gap between the number of students of color and teachers of color serving in our classrooms. Black and brown men make up less than three percent of the teaching workforce (Bryk, A., Gomez, L., Grunow, A. 2011). Regardless of race, all students benefit from having black and brown male teachers working in urban settings because it counters the deficit model while affirming minority male students' cultural efficacy. Through focus groups, we interviewed seven (7) participants -- six Latinos and one African American--to know more about what effective interventions should "Grow Your Own," and "Northeastern Illinois University" apply to retain and improve black-and-brown men's successful transition to become classroom educators? This qualitative study reviews the specific interventions recommended to support the retention of black and brown students enrolled in Northeastern Illinois University, National Louis University, the University of Illinois at Chicago, and Chicago State University. They also participate in "Grow Your Own Program." The injection of more responsive measures and approaches will increase the learning outcomes of male students of color to enter the teaching profession.