Research has shown that there is a national problem involving teaching shortages and retention, specifically with novice teachers who have taught for 5 years or less. The problem is that teacher attrition is rising across the United States, which impacts the outcomes of students within affected school districts. The purpose of this basic qualitative study was to examine novice teachers' perceptions of barriers and facilitators that may influence the retention of educators in the district. I used the conservation of resources theory as the conceptual framework to address novice educators' choices to leave or remain within the educational field. I used a qualitative approach with a descriptive design to ascertain participants' lived experiences. Participants included 18-20 novice special and general education educators employed across elementary, middle, and high schools in an urban school district in northwestern Georgia. The questions asked pertained to potential barriers to increasing/improving teacher retention, strategies novice teachers suggest districts use to try to improve retention based on their own experience, as well as potentially effective ways to facilitate/improve teacher retention based on their own experience. I used Braun and Clark's (2019) six-step thematic analysis to analyze the collected data. The results revealed five key themes that addressed the three main research questions: (a) inconsistent support and communication, (b) perceptions about retention, (c) opportunities for career development, (d) reasons for teacher attrition, and (e) support for teachers. To improve teacher retention, I offer recommendations, including the use of performance-based evaluations to determine involuntary turnover. Future research studies should center on exploring the manner in which parents can assume a pivotal function in cultivating a conducive milieu for novice educators. [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.]