The purpose of this qualitative exploratory case study was to explore African American tenured teachers' decision-making process related to remaining in public education in Western New York in 2015-2016. Teachers' remaining in the United States public schools has been a problem. It has been, especially, difficult to retain African American teachers who leave the profession in large numbers. This exodus has created a scarcity of African American teachers in education. However, while some teachers choose to leave, others choose to remain and we do not have enough information on those experiences that make them stay. This study used semi-structured interviews to collect data that helped answer the research question. Identifying the experiences that contributed to African American teachers' decision to remain in public education provided information that can be used for creating appropriate conditions to encourage not only African American teachers, but, also, other teachers to remain in public education. The three emergent themes included internal, external, and motivational factors that influenced African American teachers to remain in public education. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]