As the search to increase the quality of individuals entering and remaining in the teaching profession, people are simultaneously faced with a teacher shortage, often leading to fast track certification and lateral entry programs circumventing teacher preparation. This article points out that the major predictor of teacher retention is job dissatisfaction related to a lack of materials and resources, lack of parental support, lack of administrative support, student misbehavior, time pressures, limited input into decisions, and low salaries. The author suggests three practices that may retain more good teachers longer in the profession which include: (a) increased support for teaching grounded in standards of best practice; (b) increased teacher voice and power; and (c) reconfiguring the teacher role to include more collegial professional growth within a learning community. The author concludes that listening to teacher's voices may be a better place to begin to address the teacher shortage over the long haul rather than focusing on short term, quick fix solutions. (Contains 2 notes.)