This mixed methodology study examined not only the factors that encouraged teachers in urban and resource-poor schools to remain in the teaching profession, but also the extent to which those teachers believed they were supported in their efforts to increase student achievement. The study also examined the extent to which increased accountability, academic achievement standards, and record-keeping demands, especially of No Child Left Behind (NCLB), influenced existing faculty to consider alternative careers. The study was conducted in a large urban school district within one of the largest metropolitan areas in the United States. The survey sample consisted of 309 teachers. The qualitative data were gathered from 28 teachers, members of the original quantitative sample, who voluntarily participated in focus group sessions. Results showed that teachers at either low turnover or high turnover schools had very similar experiences. Likewise, teachers from schools with either high or low teacher turnover rates reported three major areas in which they felt they needed additional support: (1) more time; (2) additional personnel; and, (3) support and respect from parents and community members. Results also suggested that factors such as a supportive administration and staff as well as a previously defined desire to work with children encouraged teachers to remain in the teaching profession. However, teachers reported that the negative effects of NCLB outweighed the factors that originally drew them to the profession. Teachers confirmed that the demands of NCLB constituted a major factor contributing to teacher burnout and dissatisfaction. Teachers stated that the increased accountability, high-stakes testing, and additional record-keeping demands created by NCLB provided significant motivation for them to consider alternative careers. Finally, trends emerging from the mixed method analyses suggested that teacher turnover would continue to increase as a result of the added pressures from NCLB.