This study examined and explored the lived experiences of foster parents of color who were educators at the time of providing care. Additionally, this study sought to make recommendations to schools and the child welfare system to improve support for foster parents and foster children. Although there is extensive research that encompasses the shared experience of foster parents, little is known about the unique population of foster parents who serve the dual role of foster parent and educator. Additionally, the added lens of experiences of foster parents of color is largely underrepresented in current research. This study employed a narrative inquiry approach through the lens of the community cultural wealth framework. In-depth interviews were the primary source of data in addition to photos and a researcher's journal. The utilization of interviews allowed the participants to engage in the storytelling of their lived dual experience as foster parents of color and educators. The major findings of this study can be separated into two overarching themes. First, the study revealed that foster children who were in the care of foster parents of color who were educators may have benefited from the education experiences, knowledge, and training that is provided to educators (social capital). Second, each participant believes in setting and maintaining high expectations for foster children. The lived experiences of these foster parents of color who were educators at the time of providing care offer insights and recommendations to how schools and the child welfare system can improve the outcomes for foster children. [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.]