For this study the researcher investigates the motivations of educators of color for entering and persisting in the field of education. It examines teachers' formative educational experiences as students to determine how K-12 environments can create programming and experiences to encourage students of color to consider the field of education as a career path. The researcher also investigated factors that discourage individuals of color from persisting in the field. This study is a quantitative phenological study conducted from focus groups, individual interviews and a Q sort activity. Most study participants are Black and Latino teachers who work and/or grew up in predominantly white educational environments. The researcher found students of color do not initially consider careers in education because they a) lack exposure to the variety of roles in education b) rarely experience hands-on participation in teaching activities and c) receive negative messaging from teachers on teaching careers. Participants identified that they were drawn to careers in education through a) connection to seeing themselves reflected in the curriculum, b) a strong relationship with a teacher of influence, or mentor and c) through experience in teaching activities in college or post-college. Most participants reflected on the impact of racial isolation in their K-12 or college environments as a possible deterrent for students considering returning to the educational space in adulthood. However, while findings indicate that an absence of same-race peers and teachers in their K-12 experience could be a deterring factor, it did foster in them a sense of obligation to connect with and protect their own students of color. The study found that teachers of color faced a number of race-related stressors in their professional lives that could be deterrents from persisting in education, these included microaggressions from peers, racial isolation in predominantly white environments, an absence of professional development or support in navigating racial stressors, a pressure to mediate the discomfort of white peers, a pressure to hide their racial identity, a fear of how they will be received by white parents, hiring biases and the apprehension of their white peers to cover diverse content in the curriculum. They are also deterred by non-race-related stressors such as, low teaching salaries, society's perception of teaching, a lack of student and parent connection post-COVID, and the loss of personal time through the expectation that they are available to students and families 24/7. Teachers of color are sustained by: a) the impact they have on student growth, b) their ability to mentor and support same-race students and c) their ability to broaden their white students exposure to people of color. The researcher suggests a number of ways in which K-12 districts can maximize the number of graduates who pursue careers in education such as a) early experiences in educational roles, b) exposure to less familiar roles such as school counselor, school social worker, school psychologist, LDTC and occupational and physical therapist, c) the maximization of exposure to same-race educators through reevaluation of hiring practices and optimal work conditions for their teachers of color. [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.]