The student population across the United States is becoming increasingly diverse, yet the majority of educators that students of color encounter on a daily basis are white. The lack of teachers of color is an issue found in schools all over the country. The following question was explored in this research study: What factors contribute to Hmong teachers staying in their public school position? These additional questions were asked to get a better understanding of Hmong teachers' whole teaching experience: (1) What are the obstacles that preservice teachers of color face in teacher preparation programs? (2) What are the benefits to having teachers of color? (3) What supports are put in place to assist Hmong teachers to be successful in the classroom? The purpose of this qualitative ethnographic case study is to examine public elementary school Hmong teachers' perceptions of support that impacts teacher retention and success in the classroom. There were three participants in this study, two current Hmong teachers and a former Hmong teacher. Data were collected through five semi-structured interviews and were audio and video recorded. Transcripts were coded using the in vivo coding method. Four themes emerged from the data: (1) isolation - during preservice teacher training program and teaching; (2) feeling valued; (3) perception of support from administrators; and (4) benefits to having teachers of color. The findings of the current study suggested that there is a sense of whiteness, a predominance of Anglo history/ethnicity, in the development and practice of public education. Hmong teachers and teachers of color may feel that they do not matter in a system where it is predominantly white. Hmong teachers and teachers of color often feel isolated in education. Building and district administrators could use the findings of this study to provide support for all teachers. Teaching students who come from a different background can be a challenge and administrators should be equipped with resources to give their teachers to meet the needs of their students. Additionally, administrators should encourage new ways of teaching in order to reach all learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]