Racial integration and its outcomes have been critiqued for nearly 60 years. While the impact on teachers was vast, data on the impact on teachers outside of the American South is limited. The purpose of this study was to explore the perspectives of 6 African American teachers who described experiences of racial integration and its progress in a rural Mid-Atlantic, predominantly White school district over 47 years. The theoretical framework was based on critical race theory. Experiences with racial integration, bias, and discrimination were compared between 2 cohorts of African American teachers in the same school district. Purposeful criteria sampling was used. Three veteran teachers who taught in any year between 1966-1971 and 3 contemporary teachers who taught in any year between 2008-2013 participated in this qualitative, phenomenological study. The data were collected in 3 interviews for each of the 6 participants and were analyzed by open coding for emergent themes. Results showed consistent perceptions by the participants in both cohorts. The themes revealed that teachers felt isolated, insulated, and highly visible or invisible. In addition, they sensed prejudicial treatment, challenged others' perceptions, and ultimately, became social change agents in their schools. This study can be used to impact positive social change by informing professional development opportunities that target diversity issues, and by addressing and revising normative personnel practices within the school district to foster improved collegiality and more respectful relationships amongst all school and community stakeholders in public 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.]