The teaching force in the United States is facing an impending crisis, one that Scherff (2008) describes as a "perfect storm," due to massive retirements, increasing impractical mandates related to the No Child Left Behind Act, and an alarmingly high teacher attrition rate. This unprecedented crisis in both the supply and retention of highly qualified teachers has devastating implications. As bleak as this reality, another equally distressing byproduct of the teacher shortage is facing the United States. The crisis in the overall teacher shortage has overshadowed the severe underrepresentation of minority teachers in today's teaching force. Trends continue to indicate that the teaching force is becoming increasingly white and middle class, despite a significant trend toward increased diversification in the student population. It is reported that over one-third of U.S. students are children of color, while fewer than 16% of teachers report minority status. In this article, the authors foreground the disproportionate number of majority teachers for two reasons: to underscore the importance of recruiting and retaining minority teachers in K-12 education, and to offer suggestions to help majority teachers work more effectively with minority students.