Teachers of color are persistently underrepresented in K-12 classrooms, relative to student populations. While nearly 50 percent of the national student population consists of students of color, 82 percent of the K-12 teacher workforce is White. This disparity persists despite public and private sponsored efforts at recruiting and retaining teachers of color. Achieving and maintaining a diverse pool of classroom teachers can benefit all students, especially students of color. Data indicate that access to teachers of color improves academic outcomes for students of color. Additionally, a diverse teacher workforce may benefit all students and support movement for educational equity. Racism is an aspect of education that is often absent or minimized in discussions, policies and practices addressing the persistent underrepresentation of teachers of color. This narrative study uses a critical race theory framework, and critical and indigenous methodologies to explore how teachers of color who persist in classroom teaching beyond ten years perceive and navigate racism. The narratives of seven diverse participants yielded individual experiences and overarching themes under two categories of (1) perceptions of racism and (2) strategies for navigating racism. The findings contribute to understanding the lived racialized experiences of teachers of color that may impact recruitment and retention. This study concludes with implications for practice in addressing the underrepresentation of teachers of color in K-12 classrooms, and suggestions for further research. 4 Dedication This doctoral thesis is dedicated to my mother Dorothy Louise Chalk Davis. She did not live to see me make this journey. However, I felt her unlimited love, support, encouragement, and joy in my accomplishment as I completed this project. It is also dedicated to my Great Aunt Annie Mae Lewis who, at 99 years of age, is a model of an independent thinking Black woman. She has been one of my greatest cheerleaders.