Dating back to the late 1980s in the United States, a popular assertion in the field of education has been that about half of all new teachers will leave the profession within their first five years. The lack of quality new-teacher retention programming contributes to the qualified teacher shortages faced by many school districts across the country. This is a qualitative study that utilizes a phenomenological methodology to investigate the lived experiences of former and current teachers, school administrators, and district employees within two north Louisiana school districts. The researcher conducted interviews with eleven participants who have varying perspectives within the phenomenon of new-teacher retention. The findings suggest that, although the participants occupy varied roles within the phenomenon of new-teacher retention, common themes can be uncovered. Based on those findings and themes, then, recommendations for how to improve new-teacher retention in the districts of focus can be made. [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.]