This study examines the meaning of teaching in rural, historically monocultural communities as it is experienced by teachers of color. This research project developed in three phases: (1) identifying; (2) observing teaching practices of; and (3) conducting a weekend focus group with a sampling of teachers of color working in middle and secondary education in the rural state of Wyoming. The data sought from these participants emanated from the following overarching question: How do teachers of color in isolated, relatively rural contexts make sense of their teaching experiences as marginalized people in their profession? Participants were also asked to share the challenges they face as teachers in the settings in which they have chosen to work. The authors identified three broad themes--being held suspect, misperceptions, and invisibility--that captured the diversity of the challenges the participants related. The study shows that participants acknowledge entering teaching as a career for many of the same reasons that draw educators from the nation's general population. That is, they have experienced the support and encouragement of family and other adults, they recognize a "natural teaching ability" in themselves, and they bring the desire to impact the lives of others. However, these participants bring three additional elements unique to the equation for teachers of color: (1) the opportunity of being a role model primarily for students of color; (2) the potential to challenge racial-ethnic stereotypes and replace them with acceptance as professional individuals; and (3) the training and desire to bring a multicultural perspective to the schooling enterprise.