The purpose of this grounded research study was to discover the significant supports that help teachers remain in teaching. The researchers surveyed 60 teachers and interviewed 10 teachers who received significant support in the first years of their teaching experience. The researchers were interested in knowing if the level of assistance and support enhanced the teachers' perceived instructional performance and their longevity in teaching. Additionally, did the research-based instructional techniques and strategies these teachers were introduced to in the early years of service remain pivotal in their later years of teaching? The following primary research questions were explored with teachers working in the teaching profession for more than 10 years: (1) Why does the teacher believe the support given to him or her in early years of service helped him or her remain in the teaching profession?; and (2) What professional experience do teachers recall as being the most beneficial and effective to their teaching practice? Six themes emerged from the data that must be present to encourage teachers to remain in the profession. These themes include individual relationships, pedagogical knowledge, teacher perceptions of professional competence, mentoring, professional learning, and reflection. This study adds to the scholarly literature by providing evidence to demonstrate that when beginning teachers receive structured support and professional development in key areas of need addressed by their employers (lesson planning, cultural diversity, differentiation) during the first five years of teaching, there is a greater tendency to remain in the profession. This is significantly different than past Beginning Teacher Support and Assessment (BTSA) studies based on support during the first two years of teaching (Strong, 2009).