Numerous research studies continue to point to large numbers of teachers leaving the profession in the first five years. This teacher attrition rate negatively affects student achievement because student success is directly related to the skills, knowledge, and disposition of their teachers (Feiman-Newmser, 2001). It is those skills, knowledge, and dispositions that can be the deciding factor in increasing student achievement for students across the country. Due to this strong correlation between effective teachers and student achievement, research in the area of education leadership needs to focus on finding both the causes and effects of teacher attrition.The purpose of this quantitative research study was to examine the relationship between intentional teacher leadership training at the undergraduate preservice level and increased success and predicted retention of new teachers. In order to gain the information for this study, first through third year teachers in Lincoln Public Schools were sent a survey entitled, "Survey of Teacher Leadership in Undergraduate Teacher Preparation Programs," which was developed by the researcher. The purpose of this survey was to quantitatively measure their feelings and experiences in preservice teacher preparation programs as well as their feelings of success and continued persistence in education during their first years of teaching. After administering the survey to 44 teachers in the fall of 2018, the results indicated that no statistically significant correlation existed between preservice teacher preparation in teacher leadership and success in the first years of teaching. Findings also indicated that a no statistically significant correlation existed between preservice teacher preparation in leadership and teacher persistence or retention. Based on these findings, no evidence was found to support the hypothesis that preservice teacher education curriculum in the area of teacher leadership is not an effective way to retain new teachers. [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.]