The purpose of this volume is to make space for the experiences and voices of Black men in the canon of adult education literature, to promote a critical assessment of institutional policies and practices, and to foster awareness and involvement among adult educators in pursuing the vision of a democratic society by addressing the issues of inequity and injustice. We link the past and the present, the private and the public, and the individual and the structural to show their interconnectivity and the need for multifaceted approaches to address the concerns of Black men in our schools and by extension our society. Our purpose is not to support a social pathology perspective (Polite & Davis, 1999) of Black men but to expose the unique challenges they face in the crisis of negative perception and resulting daily lived effects that detract from their efforts to prosper. Collectively, the chapters in this volume convey the importance of understanding lived experience as a prerequisite for establishing appropriate policies and practices to meet the needs of Black male students in educational settings.