Even though most of the students in United States public schools are students of color, the demographics of the teacher workforce do not mirror that of students. In the Northern Virginia region, there seems to be a greater deficit of Black teachers than in other areas of the US, even though this area is known for its diversity, resources, and high media incomes, and it is highly revered as an educational leader across the nation. Therefore, this qualitative instrumental case study aimed to understand why Black teachers were lacking, specifically in the Northern Virginia region, by analyzing how Black K-12 teachers perceived and described their value. This study also examined how the lack of Black teachers affected the experience of other Black teachers and how school districts recruited and retained these teaching professionals. Using in-depth interviews and a focus group, the researcher focused on the lived experiences of seven participants in a large school district in Northern Virginia. The findings of this study revealed six themes that highlighted the need for equitable hiring practices, revised recruitment, and retention strategies, prioritizing the deficit of Black teachers, fostering community spaces for Black teachers, forming Grown Your Own Collectives and partnerships with Historically Black Colleges, and, intentionally focusing and educating those in the field about the new theory of Black value developed and coined by the researcher based on the results of this study. [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.]