This research report from the Learning Policy Institute uses teacher education data from 2008–2021 to examine ways to support a racially diverse teacher workforce. This report responds to concerns about teacher diversity and current teachers’ experiences with difficult working conditions and higher turnover. The report finds that teachers of color are more likely to enter through alternative preparation routes, take on more student loans, work in high-need schools, and have less access to mentoring and competitive compensation. These factors contribute to higher stress and less retention, largely affecting students of color and students from low-income backgrounds. The report concludes with policy implications that prioritize expanding access to high-quality educator preparation through teacher residencies and apprenticeships, improving school conditions by investing in school leadership and resources, increasing teacher compensation, and building strong mentoring and induction systems. This report may be useful to policymakers, teacher educators, and district leaders with developing policies and programs to recruit and retain diverse teachers.