The purpose of this study was to investigate the conditions that influence experienced teachers to dedicate their career to teaching in high needs schools. In addition, this study investigated the extent to which self-efficacy, collegial relationships, principal leadership and personal mission to teach underserved students impact teacher retention. Using a mixed methods research design, 50 elementary teachers currently teaching in high needs schools in a large Southern California urban school district completed an anonymous survey. In addition, 5 teachers were interviewed to gain further knowledge about their individual lived experiences teaching in high needs elementary schools. Findings through the analysis of both quantitative and qualitative suggest that teacher self-efficacy is vital to teachers' decision to teach at schools with high student populations of English learners, students who receive free and reduced lunch and/or are students of color. The findings in this study also suggest that the relationships teachers have with colleagues has a significant impact on their commitment to their current school as well as the belief that the neediest students deserve to be taught by the best teachers. Additionally, site leaders who are supportive of teachers' needs potentially influence teacher retention at hard to staff schools. These findings imply that with positive working conditions and hiring teachers with strong beliefs about their own ability to teach students living in low socio-economic areas, teachers in high needs schools may be more likely to stay long term rather than transfer to less challenging schools. [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.]