This research represents a personal and spiritual account of a former Black Male teacher's experience learning a Eurocentric-Whitewashed history curriculum as a Black boy and how the curriculum trauma was infused into his pedagogical practices as an educator. Using myself as the researcher and participant in this study, I have chronicled my experience as a former educator by utilizing the qualitative methodology of critical race autoethnography, which will unfold a story of my interactions teaching American history at the middle and high school levels through a critical lens. At both levels, my experiences and interactions with teaching a Eurocentric-Whitewashed history to a diverse student population will provide further insight into the mental and physical struggle Black male teachers encounter and must endure to fulfill their obligations as educators. Using the Black Historical Consciousness Framework and The Cross Racial Identity Model as theoretical frameworks, this dissertation focuses on how the BHC can be used as a counternarrative to teaching U.S history in K-12 settings. The Cross Model presents opportunities for Black male history teachers to develop their racial Black identity before and after they enter the teaching profession.