Discourses about educators in continuation high school suggest that many of them are forced or pushed out to work in this educational sector by their school districts as a form of punishment. Yet, whether this still holds truth requires an examination of the experiences of educators in continuation high schools. This phenomenological study investigates the lived experiences of nine educators by examining their roles and how they utilize their agency to disrupt inequities to create structures to support racially minoritized youth in continuation high schools. Findings document how educators understand their crucial role to work in continuation high schools, their acts of pedagogical caring practices inside the classroom, and their efforts to strengthen the continuation high school-community partnerships. Implications are presented for practitioners, policymakers, and researchers who work to intervene and provide educators with the resources and support needed to effectively support racially minoritized youth in continuation high schools.