The purpose of this study was to examine the factors that impact teachers' decisions to remain teaching in an urban school district. The researcher analyzed survey data provided by the Office of Planning and Accountability for an urban school district in Tennessee. The findings of the study are also discussed as well as any implication for policies. The following research questions guided the study: (a) During the spring of 2015 in an urban school district in the state of Tennessee, is there a significant difference between the number of highly effective teachers remaining in their schools compared to the number of teachers who are not highly effective remaining in their schools as measured by the Insight Survey? (b) Of schools during the spring of 2015 in an urban school district in the state of Tennessee, is there a relationship between teacher retention (number of teachers who were planning to leave) and the compensation domain score as measured by the Insight Survey? And (c) During the spring of 2015 in an urban school district for Grades K-12, in the state of Tennessee, is there an association between the instructional culture index to the teacher retention strategies domain, student growth measures domain, and evaluation domain, which were acquired by the Insight Survey? Although hundreds of millions of dollars are spent on preparing new teachers each year, higher education and alternative certification programs are unable to produce the quality and quantity of teachers needed to fill vacancies in urban schools. In this study, a review of the data revealed that at least twice as many teachers who were not highly effective chose to leave an urban school district than did teachers who were highly effective. The researcher also found there was no relationship between teacher retention (the number of teachers who reported they were leaving) and the compensation domain score as acquired by the Insight Survey. Simultaneously, the findings revealed a significant association in the instructional culture index and the student growth measures domain, teacher retention strategies domain, and teacher evaluation domain. Leaders in urban school districts are strongly encouraged to look at the findings of this study and consider how they could properly implement strategies and recommendations that will ensure each student in urban school districts is provided instruction by an effective teacher. [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.]