Working conditions have been shown to have a significant influence on teachers' retention decisions. Despite disparities between rates of retention for Teachers of Color (TOC) and their White peers, extant research related to links between working conditions and retention tends to treat teachers as a monolithic group. The goal of this study was to uncover links between the lived experiences of TOC in predominantly White, suburban schools and retention choices. Through inductive thematic coding of qualitative, one-on-one interviews with eight TOC in suburbs outside of a large city in the Pacific Northwest, it became clear that a TOC's race can strongly influence their experiences of working conditions. Further, the effects of working conditions that support or threaten retention are amplified when racial equity work does or does not take place. This study is significant for teacher and administrator preparation programs and building and district leaders because the aspects of working conditions that negatively impact TOCs' retention are remediable with shifts in practice. [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.]