Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field.