Currently, students of color comprise nearly 50% of the public student population (National Center for Educational Statistics, 2015) and recent projections suggests the percentage of White students will fall to 46% by 2024. Conversely, demographics within the educator workforce are not keeping pace. In 2012, 82% of teachers and 80% of principals nationally identified as White (US Department of Education, 2016). Research has found that the racial mismatch between students of color and White teachers has been linked to disparate educational outcomes (e.g., low academic expectations; Gershenson, Holt, & Papageorge, 2016). Research suggests that educators of color (including teachers and principals) are uniquely positioned to serve students of color (Boser, 2011; Learning Policy Institute, 2018; Villegas, Strom, & Lucas, 2012; Wilder, 2000), yet the recruitment and retention of teachers of color remains a challenging, complex, and critical issue. In fact, data shows teachers of color leave the workforce at a rate of 24% higher than their White counterparts (Easton-Brooks, 2013). According to the Iowa Department of Education's 2017 Annual Condition of Education Report, only 2.5% of the state's 36,000 teachers identified as people of color--far below the national average of 18%--despite the fact that almost 25% of the state's public school students are students of color. This project will, first, explore the changing demographics in Iowa schools over the past ten years, and second, explore the school climate literature to identify the reasons why educators of color stay in or leave their positions.