We began this research by asking questions about the high number of teachers who leave teaching in their first five years of teaching. The literature on early career teacher attrition (Borman & Dowling, 2008; Guarino, Santibanez & Daly, 2006; Macdonald, 1999; Smith & Ingersoll, 2004) left us with wonders around the experiences of teachers who leave. The storied experiences of those who leave appear absent, for the most part, in the literature. In order to hear the stories of the experiences of early career teacher leavers we engaged in a narrative inquiry with four teachers who left teaching in their first five years. We are researchers, who are also teachers who have left classrooms. The stories of these early career leavers resonated strongly with us. As we engaged in the study, we awakened to how the early career teacher leavers' stories shifted and changed with each conversation, as the research conversations allowed them to make sense of their experiences with leaving.