Teacher education recruitment in agriculture, food, and natural resources represents a critical leverage point for diversifying the school-based agricultural education profession. This study reports findings from a systematic literature review to explore the factors impacting the number of African American agricultural educators. Using the replicable procedures outlined by O’Brien and McGuckin (2022), peer-reviewed studies were identified, screened, and coded using predetermined inclusionary and exclusionary criteria in order to examine recruitment efforts to traditional teacher education programs. Findings were synthesized using Scott and Proffitt’s (2021) three-bucket conceptual framework centered around recruitment, support, and retention. Recruitment efforts emphasize family and community engagement, early experiences in high school, and culturally relevant messaging. Support factors included academic, financial, and personal dimensions. To cultivate African American agricultural educators, it is imperative to address students’ sense of isolation and marginalization when they do not see representation within the profession. While the review revealed various recruitment strategies, it also shone a light on the areas needing attention. Recommendations include providing vibrant supports and retention efforts to address socio-historical, socio-cultural, and culturally relevant issues. Future research should empirically measure the impact of the recruitment, support, and retention initiatives identified in the literature.