Because the dominant narrative in the media around teachers is fixated on the burnout and unhappiness they are experiencing, this dissertation study explored the joy female Critical Teachers of Color experienced while teaching during the COVID-19 global pandemic. In this qualitative study, I employed both autoethnography and portraitures as a way to elevate female Critical Teachers of Color voices. My position as a scholar-practitioner is rooted in pinayist pedagogy and my conceptual framework is titled revolutionary joy, which is grounded in a layering of critical race theory, pleasure principles, revolutionary mothering, and the eight pillars of joy. After collecting and analyzing the data, I constructed three portraits of Critical Teachers of Color to present a nuanced look at educators who have experienced teaching through a global pandemic. Then, I presented four emergent themes that reveal ways practical strategies of joy that other educators can employ in their own classrooms to find joy and sustainability. These findings offer schools and districts tangible steps to create equitable and supportive systems to recruit and retain quality Teachers of Color to best support the success of all 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.]