This narrative study explored the experiences of teachers of color working with at-risk youth in marginalized communities during and after the pandemic. Before the pandemic, teachers faced many challenges, such as low pay, being stressed, overworked with a lack of resources, being overlooked, and not appreciated for their hard work. The Critical Race Theory was the theoretical structure for this narrative study. This qualitative study included the narratives of six Black women between the ages of 35 and 65, all living in the Midwest with a total of 40 years of teaching experience. The lived experiences of these women were collected through their semi-structured and open interview questions. The narrative study answered the following three questions: (1) What was the experience of teachers of color working in marginalized communities with at-risk youth during and after the pandemic (the new normal living with COVID-19)? (2) How did teachers of color working with at-risk youth practice self-care during and after the pandemic (the new normal, living with COVID-19? (3) How did teacher of color create professional community building during and after the pandemic (the new normal, living with COVID-19)? From the investigation of the data and thematic analysis from the narratives of their participants, the following themes emerged: Education: academics, teaching and instruction, leadership, and resources; Health: well-being, managing stress and anxiety, support of family, resources, faith; Relationships: communication, professional development, colleagues and work outings; Suggestions from Teachers about the New Normal: advice, and recommendations. The narrative study revealed during and after the pandemic that remote instruction negatively impacted the learning of students, lack of leadership direction, teachers being overwhelmed with additional work responsibilities, additional stress, apprehension regarding COVID-19, a decrease in student enrollment, students being easily distracted, and not focused, disruptive behaviors, etc. Teachers found ways to care for themselves during and after the pandemic by participating in Zoom and other sessions through their churches, using available apps to help relieve stress, and having sessions with professionals, nurses, or doctors through Telecom, etc. The pandemic created more disconnection between teachers and other staff during and after the pandemic. The lack of leadership direction, apprehension, and uncertainty prevented teachers from building a professional community. [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.]