Despite the benefits of educators of color to various outcomes for students of color, large-scale research has not explored these educators' on-the-job interactions with colleagues outside of large urban districts. Using social network analysis, this study examined the work-related social interactions of staff (teachers and administrators) of color in two mid-sized school districts. Where staff of color were likely the only faculty members of color--and where math professional development and curricular change were district-wide foci--staff of color were less likely to seek out colleagues for math advice. Staff of color were generally not sought for advice any more or less than White colleagues. Implications for policy and practice related to staff of color are discussed.