A shortage of educators of color (EOC) exists in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K-12, urban public schools. This study used qualitative critical narrative inquiry framed by critical race theory to examine how creating and teaching ethnic studies curriculum contributes to EOC's experiences in the teaching profession and the role ethnic studies curriculum plays in the desire of ethnic studies EOC to stay in their current role and district. The results of the study indicated ethnic studies and fugivity play significant roles in positively influencing the participants' perceptions of the teaching profession and their desire to stay in the profession.