Within the United States, there are few Black teachers despite a large proportion of the student population being minorities. Not only that, many Black people who are teachers contemplate quitting. These educators have left teaching even though researchers claim Black educators positively impact the education of Black students. Because little research exists on the retention of Black teachers from the perspective of former Black educators, this qualitative study aimed to bring light to the experiences of former Black teachers and the effect of teacher preparation programs, student demographics, school geographies, and on-the-job interactions on their retention. Data for the study was collected through the responses of former Black educators on 32 questionnaires, seven synchronous interviews, and two focus groups conducted online through Qualtrics and Zoom. Through the study, it was found that Black teachers do not leave education because of their level of preparation, school location, or student demographics. Instead, they quit teaching as the result of their experiences in the profession and on-the-job interactions, including the lack of financial growth and benefits, lack of safety and support, lack of diversity and inclusion, lack of respect and recognition, and excessive work responsibilities for Black teachers within school systems. These findings indicate the need for school administrators and policymakers to implement inclusive decision-making opportunities, equitable pay standards, diverse hiring practices, improved diversity training, and increased behavior and instructional support to maintain Black teachers in the classroom and, thus, in the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]