Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice.