While considerable research has explored why Black teachers leave the classroom, there is limited understanding of why they choose to stay. This hermeneutic phenomenological study aimed to investigate Black teachers' experiences in public schools and the factors contributing to their retention. Twenty Black teachers from across the United States participated, with data sources including interviews, questionnaires, and resumes, analyzed using first and second-cycle coding. Four themes emerged from the data analysis: (1) "Race in America is always something to navigate, especially in Schools"- Black Teachers, Racist School Environments; (2) "I don't have any support" - Black Teachers, Diminished School Support; (3) "The money and job stability keep me here…" - Black Teachers and Financial Stability; and (4) "Black Joy as an educator is operating in my most Authentic Self"- Black Joy for Black Teachers. From these four themes, five major results were identified: Result #1: Despite experiencing and witnessing racism in their schools, study participants remained in the profession. Result #2: Despite a lack of support from their school and district leaders, study participants remained in the profession. Result #3: Despite low salaries, study participants remained in the profession. Result #4: While study participants remained in the profession despite the challenges of racism, lack of support, and low pay, they did seek out better working conditions by changing schools. Result #5: Despite the adverse challenges named participants consistently cite their care for and cultural commitment to historically underserved students and communities as the primary reasons why they stay in the profession. This research underscores the significance of retaining Black teachers, revealing that various factors influence their decision to remain in the profession. Despite facing racism, inadequate support, and low pay, Black teachers stay in the workforce as an expression of love, commitment, and a desire to nurture Black joy. Recommendations for practice and future research are provided. [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.]