Beginning teachers face many challenges and difficulties; as a result, one-third will leave the profession in the first three years and nearly half will be gone within their first five years in the profession. The challenge facing university teacher education programs is to fix the hole in the bottom of the bucket and find strategic new ways to reduce the flood of good, new teachers leaving the profession. In one phase of the research the authors report in "Supporting Beginning English Teachers: Research and Implications for Teacher Induction," they interviewed eleven early-career teachers. The authors gained a number of insights from the concerns expressed by new teachers and the typical practices of skilled professionals. Their research indicates that while teacher training programs draw from a variety of sources to project the needs of new teachers--including research about current best practices, the experience of their instructors, and a number of different school environments--programs could benefit from being sensitive to the reported concerns and frustrations of new teachers as well as the suggestions made by skilled experienced teachers to model how to plan, manage, and relate. Typically, methods classes will guide prospective teachers in thinking about the subject and how to teach the subject. Another critical part of the training should be attention to helping preservice teachers begin to develop a teacher persona and attention to anticipating the realities of the life of teaching. The authors suggest several strategies for improving teacher retention.