This article uses aspects of critical race theory (CRT) to examine the uncommon emotional and psychological and other school-related responsibilities experienced by Black teachers as they discharge their duties as educators. The CRT tenet color blindness explores the degree to which schools fail to acknowledge the color of non-white teachers. The interest convergence principle of CRT critiques how school districts are served by Black teachers serving as school disciplinarians. Intersectionality refers to the discrimination against teachers on the basis of race and another identifiable factor. Despite their best efforts, Black educators are regularly typecast as disciplinarians for Black students. Additionally, Black teachers are charged with serving as veritable parents within educational settings, rendering scores of exceedingly qualified educators willing to serve, but also overburdened and sometimes disillusioned with the additional duties. This writing prompts additional research to further examine this understudied phenomenon.