There is scant evidence of minority male recruitment programs that have persisted over a span of 18 years other than the Call Me MISTER program. While the Call Me MISTER program recruits, retains, and prepares minority male teachers at both Historically Black Colleges and Universities (HBCUs) and Historically White Colleges and Universities (HWCUs), the chapter will focus specifically on the cohorts at the four HBCUs in South Carolina. Some retention approaches that will be explored in this chapter include (1) the Call Me MISTER program, (2) academic/co-curricula model, and (3) social/cohort and living and learning communities. These approaches have produced favorable outcomes for the Call Me MISTER program in the persistence of their graduates who are now teachers.