`The Teaching Fellows (TF) program in New York City was designed to attract individuals interested in an alternative certification program in teaching. The present investigation represents the first two waves of an ongoing investigation of TF in a graduate elementary education program. The TF begin the program during the summer by participating in two education courses and a field experience. In the fall, they are placed as full-time teachers in low performing schools. For the next two years, the TF teach full-time during the day and take two masters level education courses in the afternoon or evenings. Upon completion of their final college course and the end of their obligation to the TF program, the TF were given a survey that focused on many aspects of their experience. Survey results indicate that approximately 29 percent of TF intend to leave their current teaching position at the end of their contractual obligation. This report focuses on how the TF perceptions of the schools' socioeconomic status, the perception of support received from fellow teachers and the principals within the schools, the beliefs they hold about the efficacy of their teaching practices and their beliefs about pupil control in a classroom setting impact on their plan to remain teaching in their current setting. Pearson product-moment correlations revealed that socioeconomic status, administrative support and feelings of general teaching efficacy all correlated with the TF long-term goal of continuing to teach in their present setting. Utilizing a stepwise regression analysis, feelings of general teaching efficacy were found to significantly predict the TF plan to remain teaching in their current school. Findings from this investigation point to the need to build in more support for the TF in order to keep them in the positions they have been trained for.