This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the past quarter century. The objective of the study is to empirically ground the debate over minority teacher shortages. The data analyzed are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-Up Survey (TFS). Data analyses show that a gap persists between the percentage of minority students and the percentage of minority teachers in the U.S. school system. The data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in hard-to-staff and disadvantaged schools have been very successful. However, the data also show that over the past two and a half decades, turnover rates among minority teachers have been significantly higher than among nonminority teachers. Organizational and working conditions in schools were strongly related to minority teacher departures. Once organizational conditions were held constant, there was no significant difference in the rates of minority and nonminority teacher turnover. While the number of minority teachers has increased, the schools in which they have disproportionately been employed have had, on average, less positive organizational conditions than the schools where nonminority teachers are more likely to work, resulting in disproportionate losses of minority teachers. [For the research brief, see ED606771.]