The authors conducted a phenomenological inquiry that described factors that influenced two novice and two experienced teachers' decisions to remain in the teaching field. These teachers taught in both Title I and non-Title I elementary schools, and their teaching experiences ranged from four months to 38 years. Data for this research included individual interviews with each of the participants, and the authors utilized taxonomic and domain analysis. The experienced teachers indicated that the relationships with their students and teaching as a "calling" were significant factors in the longevity of their careers. In schools nationwide, educators are leaving the classrooms due to the increased pressures related to standardized testing, detailed record-keeping requirements, and fidelity checks. Further research is needed to understand how to best support and mentor teachers.