This study investigated reasons reported by elementary and junior high school teachers of students with mental retardation for continuing to work in the field of special education. The study thus sought to identify factors that might be helpful in finding ways to reduce the turnover rate of this population of teachers in Taiwan. Interviews with 27 senior teachers, each with more than 10 years of teaching experience, concluded that: (1) the most important personal factors in maintaining the involvement of senior teachers in long-term education of students with mental retardation were teachers' interests, ideals, and willingness; (2) the factor of religion was ranked the second most important personal factor; (3) the most important environmental factor was obtaining enough supports; and (4) other important environmental factors were conditions of educational settings, student characteristics, and job transfer difficulty. (Contains 16 references.) (JDD)