It is evident that many Black women teachers (BWTs) are leaving the teaching profession due to mental and emotional health, professional and collegial relationships, as well as curricular and school culture. In this article, we use the story of Alicia to explore the instructional, professional, and emotional stress that many Black women teachers endure. We also provide highlight theoretical constructs and practical applications that can impact BWTs. In addition, we examine approaches that engage the retention of Black women teachers through a process of personal and professional support systems.