Black educators are exiting the profession faster than their non-Black counterparts. While extensive research has been done regarding teacher turnover and broadly defined factors have been uncovered, research is limited regarding the Black educator's experience and their decision to stay, relocate, or leave the profession (Elfers et al., 2022). The purpose of this study was to capture the voices of urban, Black educators and explore attrition factors through the lens of adaptive decision-making. The following research questions guided this study: How do Black educators describe the factors that influenced their decision to stay at their current school? How do Black educators describe the factors that influenced their decision to relocate to a different school? How do Black educators describe the factors that influenced their decision to leave the profession altogether? Participants of this study identified as active or inactive Black or African American teachers of elementary and lower secondary schools. The researcher conducted interviews using self-created semi-structured interview protocols. Once collected, participant responses were transcribed, coded, and categorized to determine major themes. Several significant findings emerged from this study. Stayers remained at their current schools due to having good experiences there, leadership support, and being familiar with the school community. Movers named issues with administration and a threat to job security as the main reasons for relocating. The final group, leavers, took their exit from the profession due to the decision making of educational leadership at the school and district level and the impact teaching had on their personal lives. [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.]