In this study, I used a qualitative methodology to investigate the experiences of long-serving Black teachers in American public schools, illuminating their ongoing dedication to the field despite many institutional challenges. Through interviews with these long-serving educators, the study aimed to answer the research question: "What were the lived experiences of long-serving African American teachers in American public schools?" The study focused on 7 Black educators, each of whom had served in a public school district in North Carolina for more than 7 years. The lived experiences of these teachers offered important new perspectives on the factors affecting teacher retention as well as the systematic obstacles they encountered over their careers. I grounded the study in Critical Race Theory (CRT), which stresses the widespread impact of racism on people's lives, especially in public schools. I used the results of my interview to create profiles of each of the participants. In the end, the interviews revealed themes regarding the personal cost of systemic racism, the value of representation, loyalty to their students, and resilience. One of the most significant discoveries of the study was that all of the Black educators continued to work in the field because they perceived their role as more than just a teacher. They considered themselves to be advocates, mentors, and role models for students of color, who frequently encountered a lack of representation in their educational environments. The participants emphasized the importance of fostering an inclusive classroom environment in which students from all backgrounds received support and appreciation. I conclude by examining implications and offering recommendations, including the idea that, in order to retain Black educators, schools and districts must create environments that are inclusive, supportive, and adaptable to the unique challenges they face. [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.]