This study presents an action research investigation into the lived experience of race-related stress among Black K-12 educators. The study was motivated by the recognition that Black educators working in White settings are suffering from race-related stress. A qualitative phenomenological case study design was employed to investigate the race-related stress of five female Black K-12 educators working in White school settings across several states. I used open coding to collect data from interviews, community of practice transcripts, participant reflections, and observational field notes were analyzed. The findings of the study reveal that Black educators experience race-related stress while working in White settings due to their childhood racial socialization, microinvalidation, and a lack of fluency about race among White colleagues. The study highlights the need for more research on race-related stress to heighten awareness of the issue and lead to further professional development. The goal is to improve the experience of race-related stress for Black educators, especially those working in White 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.]