White, female, middle-class teachers dominate the education field. As a result, Black female teachers are underrepresented in the teaching field. Statistically, Black female teachers represent 7.7% of the United States teaching force, while White female teachers make up over 60% of the American teaching workforce. With the aim of diversifying the teaching pool, this phenomenological study explored the lived K-12 and collegiate educational experiences of Black female in-service teachers in order to gain insight about their vocational choices to become educators. Constant comparative data analysis revealed four major themes. The results of this study have implications for teacher education programs and educational policy.