Teacher attrition, or leaving the profession prior to retirement, is a real-world problem that school districts across the United States are faced to solve. As rates of teacher attrition continue to increase, it is necessary to find solutions to counter this situation. The purpose of this qualitative study was to explore the projected impact of Appreciative Inquiry practices on teacher retention as perceived by teachers who left the profession early. An interpretative phenomenological analysis design was used as the research method. Via purposeful sampling, six individuals who completed at least one year of teaching in a public or private school setting and then left the profession voluntarily before reaching the point where they could normally retire were the study participants. Semi-structured interviews, guided by a protocol reflecting the four dimensions of Appreciative Inquiry were utilized to collect data. Nine key themes emerged from the phenomenological data analysis: Discovery Dimension -- (1) challenges, (2) lack of joy, and (3) factors that led individuals to leave the profession; Dreaming Dimension -- (4) the ideal classroom and (5) the ideal school and/or district; Design Dimension -- (6) suggestions for principals and (7) suggestions for superintendents; Destiny Dimension -- (8) conditions for returning to the profession and (9) their feelings if leaders had taken preventative measures to decrease attrition. The findings led to two proposed practical solutions which school leaders at the district and building levels can implement toward slowing teacher attrition. [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.]