Exploring methods to diversify the teacher workforce has grown over the years as the United States becomes increasingly more diverse. However, diversifying the teaching workforce has been met with challenges due to various factors, including an overall declining teacher workforce, fewer minority candidates entering the field of education, and the national retention trends of teachers (NCES, 2015). Despite these barriers, schools, districts, and others who remain connected to education recognize the importance of a diverse workforce (Gersheson et al., 2016; Ingersoll & Strong, 2011). This study explored the mentorship practices for African American teachers and their impact on retention in the workplace. Additionally, this research studied the effect of social identity cues in the workplace that may adversely affect teacher recruitment and retention. Included within this study were the relationships that educators maintained with their students, families, and colleagues. Last, this study desired to include and amplify the voices of the African American teacher by gaining their insight on best practices for the recruitment and retention of African American teachers. The research showed that African American teachers experience situational cues in the workplace, adversely affecting their overall experience. The research also showed that despite mixed mentorship experiences, some African American teachers choose to remain in the field for the benefit of their students. Last, the research shared several ways that current teachers believe schools and districts can increase the recruitment and retention of African American teachers. [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.]