Nearly half of the new teachers entering education leave the profession within their first five years, creating what many describe as a revolving door of educators (Ingersoll, 2003; Ingersoll et al., 2018). This qualitative research study used Delphi methodology to facilitate an anonymous panel of Illinois educators tasked with gaining consensus on a list of recommended policies to improve new teacher retention in Illinois. The research panel consisted of 43 Illinois educators, including teachers in their first four years of teaching, and policymakers at the school, district, and state levels. After three survey rounds, the entire panel agreed that improved climate and culture in schools and additional mental health support for students are critical priorities for improving the retention of new teachers. In addition, new teacher panel members had a strong consensus, not shared by the policymakers, that more time for teacher planning and collaboration and limited class sizes would also improve new teacher retention. Reducing the amount of teacher turnover is essential to the success of all Pre-K-12 students. This study provides a point of reference for researchers and practitioners, who are encouraged to investigate the panel recommendations further while also considering the impact of the differing priorities of new teachers and policymakers on current and future practices. [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.]