This paper studies the variables that may be related to the length of time that black teachers stay in teaching and, if they do leave, to whether or not they return. Specifically studied are the career paths of 2,535 black teachers who began their careers in North Carolina between 1974 and 1982. Used to predict the timing of both an exit from teaching and a return to teaching is information on each teacher's calendar year of entry, gender, age at entry, and subject matter specialty. Discussed are the changes in the career patterns of black teachers and the relationship between opportunity costs and the likelihood of staying in, leaving, or returning to teaching. The study's analytic method is summarized and the key terms defined. Findings suggest that the majority of teachers in the sample tended to stay in teaching once they entered and are reasonably likely to return to teaching if they leave. The pattern identified appears to have changed slightly since the mid-1970's, and there is a disproportionate drain on the black teachers who are most in demand both inside and outside the teacher labor market. Appended are 25 references, two data tables, and six data figures. (SI)