The scarcity of teacher retention for highly qualified Title I middle schools in GCPS is disturbing, suggesting the need to explore factors that cause mobility amongst teachers. Given that teacher retention directly impacts student performance, teacher retention needs to be addressed. Using a qualitative approach, the study served to explore GCPS teachers' perceptions of factors that attribute to teacher attrition. The research questions were focused on how teachers perceived certain factors that related to teacher attrition and retention at their school setting. The participants were five GCPS beginning teachers employed at one of the seven selected Title I middle schools in the study. Data collection comprised of surveys, interviews, reflective journals, and a member checking document. Data was analyzed using NVivo to identify different themes for the study. Five themes surfaced from the study: (a) lack of support from administrators and support team, (b) negative school climate, (c) teacher workload, (d) stress, and (e) student behavior. Results of the study provide a comprehensive view of teachers' perceptions of factors attributing to teacher attrition. The results are also indicators of different barriers that may prevent teacher mobility. If these barriers are addressed, teacher retention in GCPS may increase. [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.]