Teacher turnover is costly in its financial implications and negative impact on student learning. Documented in many recent studies many teachers choose to transfer to a more preferable work setting or leave the field. For this study, the researchers conducted an analysis of the most recent School and Staffing Survey (SASS) data from the National Center for Education Statistics. Analysis methods entailed implementing a nested design using Hierarchal Linear Modeling and yielded results that indicated school level contextual factors such as teacher influence on school, teacher perception of control, and teacher perceived support played a significant role in teachers' intentions to leave or remain in the field. An understanding of these factors allows policymakers and administrators to implement practices to improve work environments for teachers. Retaining good teachers is a key to improve teacher and school quality nationwide.