Major stakeholders in education are focused on the high rate of teachers leaving the profession. The review of literature indicated the number of teachers leaving the profession outnumbered the number of teachers entering or staying in the profession. High teacher turnover rates weaken schools’ abilities to build and sustain professional teacher communication and affect students’ achievement. The purpose of this study was to examine the impact of specific factors influencing teachers in their decision to stay in the teaching profession. The theoretical foundations for this study were Herzberg’s motivation-hygiene and Maslow’s hierarchy of needs theories that provided a framework for achievement motivation, behavioral, cognitive, humanistic and transpersonal needs. The key research questions focused on the impact of organizational, support, and monetary factors on teachers’ decisions to remain in the profession. This quantitative study employed a non-experimental survey research design. One hundred and twenty-three teachers, veterans, and novices were invited to participate in an anonymous survey to rate factors they perceived as significant when deciding whether to remain in the teaching profession. The data were analyzed through descriptive statistics. The results from the study indicated that factors deemed most significant included working conditions, principal support, support of colleagues, and salary. Implications for positive social change include increased awareness of factors that may help districts and schools recognize signs related to teacher retention and positive student achievement.