When the author began the present study, she was discouraged to learn that little research exists that captures the professional experiences of teachers of color, particularly in suburban schools. Yet studies about teachers of color in these settings are critical in light of the fact that they comprise only 16.9% of the total teaching force in the U.S. (National Center for Education Statistics, 2007). These statistics illuminate the skewed representation of European-American teachers compared to teachers of color in most public schools. More specifically, the field lacks an understanding of how teachers of color are socialized into predominantly European-American suburban schools. According to Burant et al. (2002), teachers of color face "powerful socializing pressure to minimize their cultural capital...to be (or at least appear to be) just like all the other (mainly Euro-American) teachers to be successful" (p. 6). The literature on African-American teachers who taught during desegregation in the U.S. (Fairclough, 2007; Foster, 1997) and, more recently, those in the research conducted by Mabokela and Madsen (2003, 2005) support Burant et al.'s argument that teachers of color are often expected to emulate the teaching styles and behaviors of European-American teachers. In this article, the author discusses the findings of a qualitative study that examined the socialization experiences of eight teachers of color who taught in two predominantly European-American suburban high schools in the Northeast region of the U.S. The findings from the study offer critical insights into the specific issues and challenges that the participants encountered in their schools. (Contains 2 tables and 1 note.)