Retention of educators of color (EOC) is becoming a focal point in K-12 education because of the increasing demographic of students of color in K-12 urban public schools; however, a shortage of EOC exists in these schools in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K-12, urban public schools. The purpose of this qualitative critical narrative inquiry study was to explore how ethnic studies curriculum influences how EOC who teach ethnic studies perceive the teaching profession in K-12, urban public schools. Critical race theory was the conceptual framework that guided this study. The three research questions examined how creating and teaching ethnic studies curriculum contributes to EOC's experiences in the teaching profession and the role ethnic studies curriculum plays in the desire of ethnic studies EOC to stay in their current role and district. The results of the study indicate ethnic studies plays a significant role in positively influencing the participants' perceptions of the teaching profession and their desire to stay in the profession. The findings uncovered barriers to teaching ethnic studies in K-12 that should be further researched, including the role school administrators play in blocking ethnic studies programs. The findings of this study may contribute to positive social changes by supporting attempts to retain EOC in K-12, urban public schools, which may lead to increased positive outcomes for K-12 students. [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.]