In many U. S. states, policy related to teacher job satisfaction and retention has not paralleled reform for student achievement. A study of 385 secondary science teachers, situated in one U. S. state's high school system, reveals the relationships between teachers' job satisfaction with working conditions and retention at both profession and school levels. Frequency analysis suggests that large proportions of teachers are satisfied with occupational choice and professional colleagues whereas fewer teachers are satisfied with school facilities, equipment and support for informal science. However, risk analysis suggests no statistically significant associations between teacher satisfaction and profession retention. These results suggest the need for additional research into multivariate relationships between teachers' job satisfaction and retention.