Researcher Carol Patton (2007) states that “30 percent of suburban and school teachers and 50 percent of urban school teachers will leave within three years of entering the profession according to Status of the American School Teacher, a 2003 survey published by the National Education Association” (p.51). It is becoming a rising challenge to provide the proper training, support and career fulfillment to encourage highly qualified individuals to remain in the teaching profession. Recruiting and maintaining a workforce of highly qualified teachers is imperative to the future of public education. The Bush administration has passed laws demanding that school districts find a solution to high turn over rates and provide highly qualified teachers in every classroom. The purpose of this qualitative study is to examine the factors that contribute to the attrition of new teachers as well as effective practices for improving retention. Case study methodology was used to gain insight from new teachers in a suburban school district in the southern region of the United States. This explanatory single case study examines and describes the experiences and skills of new teachers. It also describes which components of their training were the most effective. The subjects of the study are teachers with three or fewer years of teaching experience in a suburban school district in the southern region of the United States. The data collected includes interviews, documents and archival records. The information will be organized into a case study protocol and analyzed using explanation building. Overall the purpose of this study is to provide insight to the issue of teacher retention and attrition and new teachers, and mentors, perceptions of support.