Increasing the racial and ethnic diversity of the teacher workforce is vital to the success of all students nationally. Calls to prepare, recruit, and retain more teachers of color come from a variety of stakeholders, including policymakers, state and district leaders, as well as school community members. Yet, a growing body of evidence demonstrates the persistent lack of racial and ethnic diversity across teacher labor markets nationally. There is a well-identified gap in the research when it comes to studies investigating systematic patterns of retention and mobility for teachers of color. There is also a distinct need for research that can separate out results for Black and Latinx teachers. In this study, Wesley Edwards investigated the extent to which key school work environment and personal background characteristics were associated with retention and mobility outcomes for teachers of color in Texas. Edwards analyzed longitudinal administrative data from Texas's 20 largest districts, representing information from over one million unique teacher-year observations. Drawing on over a decade of employment records, school-level student information, and teacher certification data, the following three research questions were posed: (1) What are the characteristics of teacher work environments and how do these characteristics vary depending on the racial/ethnic composition of teachers at the school-level?; (2) What are the characteristics of career trajectories (e.g., retention and mobility) for teachers of color compared to White teachers within the twenty largest school districts in Texas?; and (3) To what extent do teacher background and campus-level characteristics predict teacher retention and mobility for teachers of color across their career trajectories?