Historically Black Colleges and Universities (HBCUs) are essential to expanding and diversifying the U.S. teacher workforce. This conceptual paper addresses how faculty members at a Texas-based HBCU Education Preparation Program addressed low teacher certification content exam pass rates by implementing three targeted strategies to support teacher candidates through certification. First, Graduate Assistant Mentorship/Data Tracking involved a graduate assistant who mentored students and systematically monitored their progress with required test preparation platforms. Second, Increased Communication strengthened messaging between the Certification Office, faculty, and students by utilizing course platforms and reminders to clarify certification timelines and testing expectations. Third, Innovative Supportive Structures, like study prep sessions, were developed to reduce test anxiety, build student self-efficacy, and offer consistent faculty check-ins and encouragement. These strategies, grounded in Bandura’s theory of self-efficacy and Dweck’s Mindset theory, helped students persist through certification challenges. Early results show significant improvement in certification outcomes, offering a replicable model for supporting teacher candidates at other HBCUs.