Nationwide, 15.2% of teachers employed in schools with students with low socioeconomic status left their schools annually, compared with 10.5% of their counterparts at high socioeconomic status schools (Burbach & Flores, 2012; Harding & Quinn, 2012). Teacher quality was considered a prerequisite for student learning, but urban schools had difficulty recruiting and retaining high-quality faculty members, and filled their needs through teachers with alternative certification, including teachers from Teach For America. The purpose of this qualitative case study was to understand the causes of attrition and burnout of TFA teachers and the challenges of teaching in urban schools. This study was intended to fill that gap. Purposive sampling was used to select eight TFA teachers from a county in a Northeastern state. A qualitative case study approach was used to examine their teaching experiences and factors that affected their decisions to remain or leave the school. The primary data sources were individual interviews. Secondary data sources included document review. Archival documents were used to understand how and why the TFA program began in the district and to review any assessments completed on the program to add insight into the case. The TFA teachers reported they would feel better supported if they were treated as professionals and able to use consistent tools that have been proven effective in ensuring student growth. The findings contributed to a better understanding of TFA, which enabled the school system, board of education and school administrators to monitor the success of the TFA program and make reasonable recommendations. [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.]