The purpose of this phenomenological study was to discover perceptions and factors contributing to retention of alternatively certified teachers with one to four year's teaching experience in one of Texas's largest school districts. Schools are facing low teacher retention rates which negatively impact student performance. Podolsky et al. (2019) ascertained student needs continue to rise in complexity and policymakers are forced to staff schools with highly qualified teachers who are responsive to student needs and the economy's rapidly growing demand. McIntosh et al. (2018) debated alternatively certified teachers are less prepared to teach in the classroom than traditionally certified teachers. Classroom management, administrative support, resources, content knowledge, job conditions, and work conditions are factors contributing to and/or hindering teacher retention. This qualitative study used the Job Demand-Resources theoretical framework and the conceptual frameworks of the Teacher Career Cycle, the Developmental Stages of Teachers, and the Professional Career Cycle in conjunction with Interpretive Phenomenological Analysis to gauge novice teacher perceptions and personal experience of factors contributing to retention in teachers certified through an alternative program. Maximal variation sampling was used to select and interview 10 participants with one-to-four years of experience. Interviews were recorded for accuracy using Apple's Voice Memos or Zoom while NVivo was used to transcribe participant interviews. The study revealed several themes that impact alternatively certified teachers' retention: positive affect, job demands, and job resources. Alternatively certified teachers reported sub-themes such as classroom management, relationships, classroom observations, background connections, patience, peer support and mentorship, and learning communities as factors contributing to teacher retention. This study was consistent with Alsaleh (2022) whose study determined new teachers need additional support in the classroom at the campus level. This study was also consistent with findings from Miller et al. (2020) who concluded school mentoring, professional development, working conditions, and administrative support were linked to teacher retention. [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.]