This study was designed to shed light on the experiences of teachers of color in K-12 collaborative settings. Teachers of color hold students to higher academic standards, ensure culturally relevant and responsive curriculum and practices, advocate for and mentor students of color, and work toward social reform (Borrero et al., 2016). Additionally, research has found that the positive influence of racially minoritized teachers goes beyond those students who share a racial identity with them (Banerjee, 2018). However, although teachers of color are roughly 20% of the teaching profession, they are 25% more likely to leave the profession than their White counterparts who make up the remaining 80% (Grooms et al., 2021). This study aimed to understand the ways in which collaboration was racialized for teachers of color, what aspects of collaboration led to these racialized experiences, and how teachers of color perceived the negative consequences of these experiences. The study utilized critical race theory (CRT) as a theoretical framework and pulled from the following tenets of CRT: racism as ordinary in the everyday lives of people of color, the importance of intersectionality, anti-essentialism, and relying on the voices of people of color and their portrayal of their experiences as counternarrative. A qualitative phenomenological design was used, with data gathered from five participating teachers through writing prompts and semistructured interviews and analyzed via the thematic analysis method developed by Clarke and Braun (2017). The results indicated that the teachers of color experienced a lack of diversity in collaborative spaces that led to a lack of belonging, discomfort and opposition from colleagues, and the need to create safe spaces with fellow teachers of color. Some factors that made collaboration racialized for them were advocating for a culturally relevant curriculum, having to justify their practice, witnessing the negative impacts of schooling on students and families of color, additions to their workload, and experiencing microaggressions. Participants responded to racialized experiences by isolating themselves and withdrawing, and these experiences often led to thoughts of leaving a school site or the profession. The implications of this study include policy and practice suggestions pertaining to teacher preparation programs, professional development, and school culture and climate, as well as the start of a dialogue on creating safe spaces for teachers of color in collaboration and in schools. [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.]