This qualitative study examines the effects of multiple years of layoff notices on first- or second-year, K-12 teachers employed in a Northern California, suburban school district in 2008-2009. During years of budget crisis in California, teachers new to the profession experienced ongoing employment uncertainty. This study endeavored to understand the effects of such uncertainty on teachers, especially on those teachers who stayed in the district. How did years of layoff/rehire, layoff/rehire effect teacher attitudes about teaching, persistence to teach, and performance? Was there a relationship between their working conditions or school characteristics and their decision to stay? Was there a relationship between how they were treated by their school site or district and their decision to stay? How might their experiences inform district leadership? Included in the case study are nine teachers: five teachers who received multiple years of layoff notices and remained in the district; one teacher who received a layoff notice and left the district; and three veteran teachers who never received a layoff notice. The researcher, who is a district-level administrator in the same Northern California suburban school district, conducted face-to-face interviews. Participant teachers were asked about their experiences over the last four years relative to the layoff/rehire cycle. The analysis of data revealed three somewhat expected themes. The first theme was that relationships mattered. Teachers clearly articulated that relationships mattered with colleagues, site administration, support providers, and the community in which they teach. Next, the characteristics of their school settings--difficult though they were--did not matter. Decisions to stay or leave the district were not swayed by challenging circumstances at their sites. A last expected theme was that Human Resources systems matter. In trying times, it is imperative to treat one with the utmost respect and communication. Analysis also uncovered three unexpected themes. The new teachers in this study experienced challenging circumstances together, and because of such, forged strong bonds and created support networks for each other. Additionally, although the new teachers bonded together, many in this study experienced situations where they felt as if it was "us" versus "them" with their veteran colleagues. Finally, beyond all of the negatives that came from being caught in the layoff/rehire vortex, nearly all of the teachers were able to clearly identify benefits they gained from the trying times they experienced. Recommendations for practice and policy are included in the conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]