This paper draws on 11 months of multi-site ethnographic fieldwork and 103 interviews to investigate how teachers in school faculty of varying racial compositions form and use their social ties to secure professional, political, and emotional resources at work. Findings show that in general, white teachers in the numerical minority in their schools secured all resource types through their same-race ties, while black teachers in the numerical minority secured primarily emotional resources from theirs. Given these observed differences, I show how the form and use of the two minority groups' social ties stem in large part from distinctive organizational practices. In turn, the tie differences can account for differences in social integration and resource access in the organization. The data allow for comparisons to patterns among majority groups. [This is the pre-publication draft of a paper published in the "American Journal of Sociology" v125 n2 p382-430 2019.]