England is experiencing a teacher recruitment and retention crisis which has only worsened since the COVID-19 pandemic. One-third of teachers leave before they have completed five years. This paper discusses the results of a small-scale study completed with six inner-London secondary teachers which focuses on their everyday experiences in these complex times. The study finds that teacher identity for those who have fewer than five years' experience can be considered under the three headings of passion, frustration and hope. While these are in balance, the teacher is likely to stay in the profession. If the frustration component grows too large, the teacher is likely to leave. This paper uses the study to discuss the retention and recruitment crisis.