This article reports on a research study investigating the career decision-making processes of urban science teachers as one element central to understanding the high rates of attrition in the field. Using a longitudinal, prospective, context- and subject-specific approach, this study followed the career decisions of case study teachers over a period of 12 months. All eight of the case study teachers envisioned themselves eventually moving out of classroom teaching positions. Each used an ongoing and active process of decision making to evaluate their professional direction and sought confirmation of their contribution to the field before moving into new roles and responsibilities. This article describes the experiences of several teachers who exemplify these decision-making processes. These cases suggest potential benefits for differentiated roles, professional mentoring, and recognition and feedback from professional communities. (Contains 1 table and 2 footnotes.)