Sixty years after Brown v. Board of Education, current retention trends indicate a Black teacher shortage. Research shows that Black teachers' retention rates are often lower than White teachers'. In examining retention, job satisfaction has been noted as one avenue that may decrease teacher attrition. Further, job satisfaction correlates with job-performance, teacher quality and retention, which may influence student outcome. Potentially impacting student achievement and seeking to alter the largely White, middle-class teaching force, this study examines Black female teachers' job satisfaction and their decision to remain in the classroom. This analysis applies a mixed methods research design, incorporating both transcendental phenomenology and hierarchical multiple regression. Black female teachers in this study unanimously felt that their teacher education program (traditional and nontraditional certification program), to some extent, did not adequately prepare them for their role as classroom teachers. The job satisfaction findings in this study were divided into the following three themes: a) positioned in an urban, non-charter school, b) exposure to administrative support, teacher autonomy, positive student behavior, reasonable workload and paperwork, and c) commitment to teaching. In regards to teacher retention, teachers were more likely to remain in the classroom with: a) salary increases overtime, b) the availability of professional advancement, and c) administrative support. Concluding, recommendations and implications are offered for school leaders and school districts on how best to increase the job satisfaction and retention rate of Black female teachers.