This report from the American Association of Colleges for Teacher Education (AACTE) details the first phase in a larger program designed to implement networked improvement communities (NICs) to diversify the teacher workforce to include Black and Hispanic/Latino male teachers. Supported by evidence-based research, the report explains why education preparation programs, along with other alternative-route programs, are not producing male teachers in proportion to the number of males in public schools. The report suggests that NICs can be used to combat this issue because NICs combine the analytical discipline of improvement science with the capability of networked communities to innovate, learn, and find solutions together.