This qualitative study aimed to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K-12 schools. This study utilized interpretive phenomenological analysis, viewed through the White racial frame lens. There were 15 participants who were included in this research study. Participants were teachers of color with at least five years of teaching experience in predominately White K-12 environments. Data collection procedures included confidential virtual, semi-structured interviews with specific information the researcher wanted to explore. A lack of professional connectivity and microaggression was revealed as a theme. While teachers of color were silenced and marginalized, they maintained their professionalism in predominately White K-12 environments.