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This study sought to understand the impact of the 1954 Brown v. Board of Education of Topeka, Kansas decision for Black teachers, Black students, and Black communities by eliciting and interviewing expert researchers in the field of education who have studied Brown in some depth over the course of their respective careers. Findings from the three expert participants point to Black-teacher demotion and Black-teacher voicelessness as two of the consequences of the Brown decision for Black teachers. In addition, the study revealed that issues around Black teachers, post-desegregation, cannot be studied in depth without considering the relationship among Black teachers, Black students, Black communities, and Brown.