Attracting and retaining teachers in South Carolina's I-95 "Corridor of Shame" districts has become increasingly difficult with attrition rates growing statistically higher every year. Consistent teacher attrition impedes student achievement, disrupts the learning environment, and costs school districts more money. The research question for this case study was: How has this high poverty, low-income, Title I school environment increased teacher retention rates, according to teachers who chose to persist? This research examined the teaching experiences of teachers who chose to persist in a school environment statistically similar to other high-poverty, low-income, Title I schools in South Carolina's "Corridor of Shame" that exhibited much higher teacher attrition rates. The data in this study was compiled through interviews with targeted questions as to why teachers chose to continually persist in a high-poverty, low-income school with the exception of being a highly rated school with a 90% teacher retention rate. For the purpose of this research study, data examination was the process of connecting and reviewing data with the intent to extract useful information, build on conclusions, and apply the outcomes to other situations. The interview data revealed the following identified strategies for improving retention: a necessary cultural change; the strong administrative/teacher rapport; positive environment; strong relationships and social cohesiveness; strong school community; and monitoring and focusing on student success. For other schools and school districts in the "Corridor of Shame" this study clearly shows that with the right mix of administration and teachers determined to make a necessary cultural change improvement is not only possible, but probable. [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.]