As scholarship of Black male collegians is growing, there is limited research attentive to Black males with disabilities and in teacher education programs. The research focused on pre-service Black male teachers with disabilities attending HBCUs and the federal laws impacting their education and supports is absent. This research study fills the void by examining the individual experiences of a Black male pre-service teacher with a disability attending an HBCU. The research team used Black males with disability theory and single-subject case study methodology to describe Christopher “CJ” Jackson’s journey navigating his program of study as an English education major. Four main themes emerged in the study of CJ that capture his collegiate and teacher education experiences: a) influences to become an English teacher, b) field experience issues, c) inconsistent academic performance, and d) postsecondary academic adjustments. The research team offers recommendations for supporting pre-service Black male teachers in college and in teacher education programs
