In Texas, Black women educators are underrepresented among teachers relative to students. Thus, reminding us that there are opportunities available for improving the challenges around racial and ethnic diversity within the teacher workforce (Raise Your Hand Texas Report, 2021) at both the recruitment and retention phases. While in recent years, schools have begun to focus on students' social and emotional needs, teachers' social and emotional needs have not been prioritized until recently. This study aimed to learn about the factors that influence the wellbeing experiences of early career Black women educators to retain them in the teaching profession. A qualitative study utilizing narrative inquiry was conducted with three Black women educators who were in years one through five in the classroom. This study drew from Womanist and Black Feminist Theory and utilized narrative inquiry qualitative research methods approach to center the voices of three Black women educators who are in their early career years (years 1 through 5). Results of the study revealed the following emergent themes: Wellbeing, Agency, Persistence, Other mothering & Personal Commitment; and Teaching While Black & Woman. All of which are further explored in chapter five. This paper concludes with a discussion of implications for Black women educators, teacher preparation programs and policymakers. [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.]