This case study explores the experiences of three Black male teachers who graduated from the University of Cincinnati (UC) middle childhood teacher preparation program between 2013 and 2022. While the UC School of Education strives to serve an urban mission, during this period, fewer than 2?% of teacher candidates in the middle childhood program identified as Black men. Interviews were conducted with each teacher to determine what attracted these teachers to the profession, what barriers they faced in obtaining their degree, how were they supported in the program, and what supports would have made the program more positive for them. Narratives provided by the teachers and mediated by the researchers provide both counterstories to dominant narratives about Black male teachers, and insights for supporting and systematizing the recruitment, retention, and graduation of Black male teachers to the UC BIPOC Teacher Pathway. Findings may also be useful for other teacher education programs with similar aims.