The number of African American teachers in America's K12 schools has steadily decreased over the past four decades. Black teachers today leave the field in greater numbers than any other ethnic teacher group. To identify the factors that positively and negatively impact Black teacher retention, we assess survey data from a sample of teachers throughout the nation. We examine qualitative and quantitative data from Black K12 teachers (n=98) and analyze the issue through an application of organizational culture theory. We find that workplace factors impact the experiences of Black teachers greatly, and that administrative relationships are the strongest predictor of Black teacher retention.