In this paper, we consider scholarly work on early career teacher attrition, and retention, from 1999 to 2010. Much of the literature has framed attrition as either a problem associated with individual factors (e.g., burnout), or a problem associated with contextual factors (e.g., support and salary). Some recent conceptualizations consider early career teacher attrition as an identity- making process that involves a complex negotiation between individual and contextual factors. On the basis of our review, we suggest the need to shift the conversation from one focused only on retaining teachers, toward a conversation about sustaining teachers. This shift offers the possibility of new insights about teacher education and about the kinds of spaces needed on school landscapes to sustain and retain beginning teachers.