Teacher attrition is a persistent dilemma, with much research conducted on why teachers leave the profession. Yet, limited research exists on why teachers stay, despite the profession's many stressors. This exploratory study examined teachers' perspectives on the role that hope plays as a sustaining influence. A purposive sample of 25 mid-career (teaching between 6 and 15 years) urban, rural and suburban U.S. public school teachers participated in this study. Q methodology, a mixed methods research approach, was utilized, and the multidimensional hope model developed by nurse researchers Farran, Herth, and Popovich (1995) served as the theoretical framework. Three distinctive hope-sustaining themes emerged from the data analysis. These were "Making a Difference through Advocacy"; "Faith-Based Calling to Teach"; and "Professional Autonomy and Respect." Hope was broadly perceived as that which provided an inner source of strength, and was linked to sense of meaning in one's professional life, enabling the participants to cope with stress.