The international literature is clear that a professional school culture and supportive administrative arrangements are essential to the retention and development of quality teachers. In this paper the research and conceptual understandings underpinning this statement are elaborated, with discussions of the nature of quality teaching, teachers' professional practice, and the general nature of the teaching profession. The findings from the literature are then outlined and the data on employment of recent initial teacher education graduates set out. The data shows that the large majority of graduates do not have the employment conditions that the literature indicates are necessary for effective retention and development of quality teachers. The paper concludes with suggestions for policy that could improve not only the retention and development of quality beginning teachers, but also improve the learning conditions of students and the work of the teaching profession as a whole.