Teacher retention continues to be a deeply concerning issue in the United States. The purpose of this case study was to examine the impact of professional development on the retention of novice teachers in two rural school districts in Oklahoma. This case study was viewed through the lens of Bandura's (1977) Self-Efficacy Theory. Purposeful sampling was used to select the candidates with the criteria of teachers having five years of experience or less and working in a rural school district with 500 to 1,500 students. Data were collected through interviews, pictures of classrooms, and artifacts shared by participants. The following themes emerged during the data analysis process: (1) importance of instruction-focused professional development, (2) impact of schedule and relationships on teacher retention, (3) frustrations with student behavior and lack of parental support, and (4) student achievement and peer recognition impact self-efficacy. Research from this study adds to the body of information regarding strategies to promote teacher retention and encourage more research in the specific areas of professional development and teacher self-efficacy. [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.]