By some estimates, 50% of teachers leave the profession within the first five years, especially in low-achieving schools. Studies have linked this attrition to a number of factors such as lack of access to adequate classroom assistance and materials, poor administrative supports, and lack of collegial community, among others. Although first year mentoring programs may address some of these factors, we know little about the supports that are provided for teachers in their third, fourth, or fifth years of teaching that may stem the tide of teacher attrition. This qualitative case study explored the experiences of third-year teachers working in low-achieving schools in order to determine district and school professional supports provided to them in literacy and how those supports fit with teachers' needs and wishes. I also examined the learning opportunities these teachers initiated for the purpose of improving their instruction. Finally, I explored how the culture of the school and district influenced what professional supports were available to these teachers in literacy.

Data were collected using field observations and interviews from six third-year teachers, building literacy leaders, principals, grade level colleagues, and district literacy leaders in three districts. Analysis indicated that third-year teachers were still struggling with components of literacy instruction such as differentiating instruction and utilizing district curriculum effectively. Sources of support provided by the district and school in the form of school literacy coaches, literacy professional development, and reading and writing curriculum, did little to increase the teachers' sense of efficacy around teaching. In addition, teachers received little guidance from their school leaders on how school and district resources could be used effectively. While many sought ways to collaborate with peers as a means of support, few found this collaboration actually impacted their instruction. Nevertheless, although teachers found few sources of professional support in their schools or district, these third year teachers expressed a good deal of interest in participating in high quality professional development to address their specific classroom needs. It may be that intervening at this stage of teachers' professional development may result in greater teacher retention and sense of self-efficacy.