The purpose of this multi-case study was to understand the perceptions of African American male teachers on the challenges of teaching in the early childhood pre-kindergarten and kindergarten classrooms. The problem was African American males' voices, challenges, pedagogies, and physical presence are left out of the foundation of teacher education, specifically in early childhood. The theories guiding this study are the critical race theory and culturally responsive pedagogy. Twelve participants were chosen for this study. The participants were Black males that taught pre-kindergarten or kindergarten. Data were collected through individual virtual interviews, virtual focus groups, and letter writing. Data were then analyzed using Yin's five-step data analysis (a) compiling the data, (b) disassembling the data, (c) reassembling the data, (d) interpreting the meaning of the data, and (e) concluding the data. The data lead to significant themes contributing to the challenges they face in the classroom. The study findings provided a better understanding of the challenges they encounter and will benefit Black males who currently or potentially want to teach in the early childhood classroom.