The purpose of this study was to investigate the elements of the professional development schools (PDS) model used at ABC University to consider its effect on beginning teacher persistence/ retention. A mixed methods design was utilized to explore the perceptions of graduates of the program who have remained in the teaching profession and graduates who have left or never entered the profession. Survey, focus group, and interview data were analyzed to consider if graduates of the program attributed the elements of the PDS model to increases in self-efficacy, teacher efficacy, and eventually persistence in the teaching profession. It was found that graduates of the specific teacher preparation program have high levels of self-efficacy and teacher efficacy and attribute the PDS model with increases in self-efficacy and teacher efficacy. Graduates connect their self-efficacy and teacher efficacy to their persistence. However, these increases do not predict or guarantee persistence/retention in the teaching profession.