While student diversity continues to increase in public schools, the racial demographics of teachers instructing this changing student body has not kept pace. Although research and policy have addressed the issue of recruitment of more diverse educators, more focus on the retention of the teaching candidates that are already in the field may have a stronger impact on improving the problem of the lack of teachers of color in education (Ingersoll & Smith, 2003; Ingersoll, 2003). While retaining teachers of color is important in all areas the need for teachers of color in the suburbs has dramatically increased due to the rapid racial demographic change in the suburbs of U.S cities. In order to help gain a better understanding of better ways to improve teacher diversity through the retention of African American teachers this study will look into the experiences of African American teachers in predominantly white suburban schools that contribute to their desire to leave the school or remain in this setting. I used a phenomenological research approach to conduct this study on a small group of African American teachers who have had experience working in predominately white suburban school settings. [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.]