Teacher attrition is a growing problem in the United States, especially in urban, low-income schools. Research indicates that up to 55% of new teachers working in urban, low-income schools quit within five years; 17% before the end of the first year. Unfortunately, a teacher's potential is not fully known until the teacher's fifth or sixth year of teaching. In addition, more teachers are exiting the field at a rate higher than those entering the field. This study examines the needs of novice teachers working urban, low-income elementary schools in a mid-sized, Midwestern city but can be generalized to include all urban, low-income elementary schools. Examining the supports needed by novice teachers working in urban, low-income schools and addressing how State Departments of Education, schools districts, and individual schools can meet those needs may reduce attrition, increase student outcomes, and close the achievement gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]