Studies regarding Black male teachers' experiences working in predominantly White schools are rarely found in academic literature. This is especially true of retired Black male teachers who worked in predominantly White settings. The pronounced absence of profiles of these men is a concern, since less than three percent of classroom teachers are Black men. Using an oral history methodology, I share the life stories of three retired, Black male teachers who spent their teaching careers in predominantly White schools. These schools employed 80% or more White teaching faculty and served 60% or more White student population. I used semi-structured interviews to examine how my research participants navigated Whiteness, maintained their cultural and racial identities, and learned lessons from their experiences. I report my findings in the form of extended profiles of each of my participants. In my analysis, I examined similarities and differences in the way Whiteness affected each man professionally. I also provide recommendations for ways in which America may be able to increase the number of Black male classroom teachers in predominantly White schools or any other school setting. [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/en-US/products/dissertations/individuals.shtml.]