Why teachers in remote and rural schools do not remain longer in their posts is a central concern in Australian education. In particular, the lack of mathematics and science teachers in regional areas has reached critical levels endangering the adequate delivery of the curriculum to thousands of school students. While many teachers' personal grievances revolved about geographical isolation, other factors point at a number of instructional, curricular and organisational factors influencing teacher attrition. This study characterises and examines those factors using data from 191 teachers in 27 remote and rural schools in the State of New South Wales (NSW). The findings suggest a professional environment where, as mostly beginning practitioners, teachers are put into work situations with related pressing demands and expectations, puts them at risk.