Teachers are crucial to student achievement. It therefore becomes important to assure that teachers who can foster student achievement are present in all schools, and that they remain in the teaching field. The most effective teachers are not evenly distributed across schools. Schools with poor, high-minority, and low-achieving students are more likely to have teachers with less experience, lower certification scores, and a weaker history of success in the classroom (Clotfelter, Ladd, & Vigdor, 2007; Goldhaber et al., 2014). In addition, higher quality teachers tend to leave these types of campuses (Boyd et al., 2005; Lankford, Loeb & Wyckoff, 2002). The primary data source used for the analyses in this brief is the database maintained by the Texas Education Research Center (Texas ERC) at the University of Texas at Austin. This data contain statewide, longitudinal, student-level data comprised of P-12 data provided by the Texas Education Agency (TEA) and higher education data provided by the Texas Higher Education Coordinating Board (THECB). The analytic models presented include all employees identified as teaching (role code of 87) in the Texas public schools. Additionally, this study adds supplementary analyses using datasets maintained by National Center for Education Statistics (NCES). For this study the data sets that are analyzed include the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey (TFS). Using logistic regression, the following question is addressed: What individual, teacher preparation, school-level, and district-level factors influence three-year teacher retention, both school-specific retention and retention in the teaching profession overall?