The high turnover rates among teachers, particularly novice teachers, is a significant problem in the field of education. This study examines the relationship between teacher turnover and a construct found in organizational literature--job embeddedness. Job embeddedness is the extent to which an employee connects socially and emotionally to their job and the community in which they work. Data from 143 elementary, middle, and high school novice teachers in three Central California school districts in the San Joaquin Valley indicate that the degree to which teachers are connected to their schools and communities is a substantial factor in whether new teachers stay or leave. The use of multivariate analysis of variance (MANOVA) identified a correlation between embeddedness and retention. The findings suggest that job embeddedness is a useful construct for better understanding novice teacher turnover. Further, practical implications of this study suggest that efforts to enhance the social and emotional links between novice teachers, their jobs and surrounding community may help stem the high turnover rate among new teachers.