Nationally Black males comprise less than 2% of public school teachers. The startling figure is not sustainable in a diverse society. Increasingly researchers have focused on the experiences of Black male in service teachers. However, there is scant research that investigates the role school administrators in urban, suburban, and rural districts play in creating supportive environments for Black male preservice teachers. This article fills in a gap in the research by examining the barriers Black male preservice teachers encounter and provides actionable steps school administrators in urban, suburban, and rural districts should take to create healthy ecosystems for Black male preservice teachers.