The experiences and perceptions of novice educators' willingness to remain in teaching have been without clear research. The problem addressed by this study was the need to understand why novice educators remain in the field in order to support districts and legislators in updating policies and funding measures. The purpose of this qualitative study was to explore how the intrinsic motivation of novice elementary educators within a K-12 public school influences their willingness to remain in teaching. Self-determination theory (SDT), with its psychological principles of autonomy, competency, and relatedness, was selected as the conceptual framework. Two research questions addressed intrinsic motivation influences; perceptions of autonomy, competency, and relatedness; and reasons for choosing to remain in the field of education. Nine novice educators met the study's inclusion criteria, which included not having more than 5 years' experience in elementary Grades 3 through 5. A basic narrative design was used to explore intrinsic motivation through virtual interviews using semistructured questions and secondary sources to increase validity. Results derived from a coding process and were analyzed using an SDT lens. Two themes yielded the highest findings: Theme 1. Strong Induction Programs with an Emphasis on Mentoring, and 2. Strong Experiential Training Accompanied with Continued Professional Development. Findings support positive social change through recommended policy change at the local and state level with increased funding support. Local and state agencies may benefit from a greater understanding of why novice educators remain in the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]