The voices of veteran Black Pre-K teachers reveal how systemic barriers and mentoring relationships intersect to shape their professional experiences and influence their decisions to stay in or leave the field. This qualitative case study examined these dynamics within a large urban Pre-K setting. Grounded in Critical Race Theory (CRT), the study emphasized counter-storytelling, permanence of racism, and interest convergence to explore how veteran Black Pre-K teachers navigate and challenge inequities in early childhood education. This research contributes to the literature by centering the voices of veteran Black Pre-K teachers, offering insights into the interplay between race, retention, and mentoring. Keywords: Veteran Black Pre-K teachers, early childhood education, Critical Race Theory, mentoring, systemic barriers, teacher retention
