The purpose of the study was is to identify factors that are significant indicators of teachers' reasons for remaining in an urban school district. In an effort to understand the problem of retaining teachers in urban areas there have been countless research that have been conducted concentrating in the area of teacher retention in urban schools. This, along with the fact that urban teachers are leaving their districts at alarming rates highlights the dilemma that urban school districts face. Urban districts must begin a dialogue of why some new teachers remain in their districts, while so many leave within the first three years. Urban districts have to examine why some new teachers remain, and use this information, as a guide to encourage others to remain. A qualitative case study approach will be utilized for the research design. The sources of the data for this study included responses from new teachers with three years of teaching experience. Each participant had individual interviews and then as participants participated in a focus group response. The results of the study concluded that the urban school in this case study provides a positive example of why some teachers choose to remain in an urban school, despite the many challenges they may face. The challenges in this school reveal the need for teachers who are compassionate, loving, and are willing to go beyond their working hours for the success for themselves and their students as well. The participants in this study show that no matter the public perceptions in regards to urban school, teaching in an urban school became a personal investment for them. [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.]