This three-article dissertation explores the professional learning interests of veteran K-12 teachers and what those interest reveal about how veteran K-12 teachers are presently supported in the teaching profession. In article 1, data analyses of a mixed-methods survey indicated that veteran K-12 teachers in the Urban Public School (UPS) district are interested in receiving continued mentoring as a professional learning opportunity, as long as they are able to choose the mentoring content and format. However, article 1 revealed that most data came from White, female veteran K-12 teachers. Based on this information, it was necessary to investigate how the professional learning needs of veteran K-12 Teachers of Color are met in the UPS district. Article 2 utilized semi-structured interviews of personnel in the UPS district who developed and supported the professional learning of their experienced Teachers of Color through use of a critical affinity group. Article 3 used semi-structured interviews of the UPS district's critical affinity group participants to explain how the critical affinity group assisted these experienced Educators of Color in meeting their professional learning needs. [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.]