In the United States, K-12 students are likely to go through school without learning from a single teacher of Color (TOC), yet research shows that all students, especially students of Color, stand to benefit from having TOCs. Therefore increasing the diversity of the teaching working force has gained public concern in the past few years, especially given the higher attrition rates among TOCs. Still, there are TOCs who stay and persist in the face of racism and alienation in schools. The goal of this study was to understand the sources of strength of TOCs who have taught for 5 or more years. The themes identified from the in-depth one-on-one interviews with 10 TOCs in different parts of the United States indicate that growth-fostering relationships and a social justice-oriented teacher education are key sources of strength. Importantly, participants highlighted the importance of having someone "reflecting back to them" in their school buildings.