How Black Colleges Prepare and Support Black Male Teachers This will be the draft of a book chapter that explores why Black male teachers are important for diverse school districts in the United States, and how Historically Black Colleges and Universities (HBCUs) can be used as a strategic resource to increase the number and capacity of Black male teachers. The chapter will highlight the findings of a program at Southern University, an HBCU in Baton Rouge, LA, that was designed to support Black male teachers. The chapter should be organized into the following sections: 1. The Black male teacher shortage Use Chapter 8 from No BS to discuss the nature of the Black male teacher shortage. 2. Why Black male teachers are important Use Chapter 8 and Chapter 16 to discuss why Black male teachers are important. The central point from Chapter 16 the teacher workforce needs diversity so students can have culturally congruent instruction. Increasing the number of Black male teachers can also benefit white teachers. 3. Why HBCUs are important to primary and secondary education Using the attached report (SHEEO Strategic Priorities) discuss why HBCUs are important to primary and secondary education. 4. A Case Study: SHEEO Project Pipeline Repair Use the attached information (SHEEO-Project) about this program to give a summary of this HBCU’s (Southern University) efforts to increase the number and capacity of Black Male teachers. Project Pipeline Repair – The State Higher Education Executive Officers Association (SHEE), the Louisiana Board of Regents and the School of Education at Southern University and A&M College have joined in the planning, implementation and evaluation of Project Pipeline Repair: Restoring Minority Male Participation and Persistence in Teacher Education Programs. The purpose of the project is to increase the number of highly competent minority male teachers to teach in underserved elementary schools in Louisiana. Key project features include: early enrollment of prospective educators as students during junior year of high school, formative and summative assessments, individualized intervention strategies to close achievement gaps, personal laptops, mentoring and academic advising and completion of college credits for teacher education programs through dual enrollment prior to admittance in college.