Despite repeated pleas for diversifying the U.S. teacher force, teachers of color who are committed to social justice are often unsupported and even pushed out via structural, interpersonal, and pedagogical obstacles within the profession. In response to neoliberal, colorblind, and apolitical approaches to teacher development and support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development and grassroots activism to center healing from the impacts of oppression in its myriad forms. The ethnographic case study in this article examines how, over the course of three years, a grassroots racial affinity group became an important space for learning and healing for its members. I explain how the group explicitly centered twelve members' voices, needs, and collective knowledge, and in so doing: (a) collectively cultivated a critical, humanizing, and healing space for their sustainability; and (b) navigated various positions within socially toxic education institutions and organizations. I conclude by discussing how and why critical racial affinity spaces for educators of color are necessary in order to support their personal, political, relational, and pedagogical growth, which has implications on their retention and leadership within the field.