Although Asian Americans are the fastest growing racial group in the United States, they still only represent 2% of the U.S. teaching population. This incongruency highlights a disparity underscoring the gap in research centering on Asian American teachers. This qualitative, phenomenological study explored the racialized experiences of Asian American teachers at the secondary school level. As a result of White supremacy, the model minority myth minimizes the struggles and obscures the nuanced identities of Asian American teachers, who often experience the effects of pervasive overt and covert racism. To navigate racially tenuous and hostile working environments, Asian American teachers develop strategies, including making space for racialized identities, building relationships with other Asian American teachers and other teachers of color, or finding ways to cope and adapt to the expectations of others. The mental toll of navigating and negotiating such environments results in physical, psychological, and behavioral trauma. Using racial battle fatigue and Asian critical race theory as dual lenses of inquiry, this study revealed how the nuanced and often disregarded forms of racism unique to Asian American teachers ultimately create (in)visibly tenuous and racially hostile working environments. [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.]