America's schools are more diverse than ever, but the teachers are still mostly White. Overwhelmingly, the research says that Teachers of Color in classrooms provide numerous benefits for all students (e.g., Ahmad & Boser, 2014; Archinstein et al., 2010; Cherng & Halpin, 2016; Partelow et al., 2017; Perlman et., 2016; Villegas & Lucas, 2009). The present study focuses on the challenges and barriers that Teachers of Color face when applying and interviewing for teaching positions. The present study seeks to answer the question: What are the principals' perceived challenges and barriers to recruit and hire Teachers of Color? The study focused on the principal's point of view, since they are the ones that are responsible for the hiring of the majority of the teachers for the school district. A series of semi-structed interviews were conducted with principals from the elementary, middle school and high school level. Additionally, an analysis of the interview questions used during the interview process was conducted using the five tenets of Critical Race Theory. The results showed that principals are not even able to interview Teachers of Color since there are such a limited number of applicants. Additionally, many Applicants of Color struggle to meet the requirements to receive a certification through the Department of Elementary and Secondary Education and normally serve in support staff roles in buildings across the District. The study and findings are relevant and important because if we are to address the issue of the lack of Teachers of Color in our schools we need to address the negative societal view of teachers and the stringent state requirements for certification. [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.]