There is very little known about why Black elementary educators enter the profession, their professional preparation and experiences, and factors that retain them in the profession. Given that Black elementary educators are underrepresented in the literature, this study filled a gap in the literature by investigating their: (1) reason for becoming teachers; (2) preparation to become teachers; (3) pedagogy; and (4) teaching experiences. Critical race theory served as the framework for this hermeneutic phenomenological study to explore the lived experiences of 9 Black elementary educators. Study findings indicated that Black elementary educators seek, value, and need connections with other Black people, including former educators, colleagues, administrators, and students. Additionally, Black elementary educators are skilled in developing and maintaining relationships with Black students rooted in cultural connections. Black educators consider salary, support from administration, and autonomy of pedagogy when choosing to remain at a school, district, or in the profession altogether. This study contributes to the nascent literature of the experiences and retention of Black elementary educators. [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.]