This study examines the underrepresentation of teachers of color in U.S. schools, exploring historical and systemic barriers to recruitment and retention. Utilizing qualitative methods, the study analyzes perceptions of P-12 teachers of color (n=16) regarding preparation, support, school climate, and working conditions. Findings reveal that retention is influenced by teachers' perceived value, autonomy, and empowerment, alongside challenges such as microaggressions and inequitable workloads. The study highlights strategies for Educator Preparation Programs (EPPs) and Local Education Agencies (LEAs) to amplify teacher voices, foster culturally responsive environments, and promote equity-focused practices to mitigate attrition and enhance diverse representation and inclusion in education.