Schools in the United States are facing chronic teacher shortages. The problem is underrepresented secondary teachers are leaving the teaching profession; therefore, leaving a limited representation of underrepresented secondary teachers in South Carolina. The purpose of this phenomenological study and research questions sought to explore the lived experiences of former underrepresented secondary educators in South Carolina to better understand the reasons for leaving the teaching profession. Participants provided recommendations they believe would support retention and prevent high attrition rates. There is a gap in the literature regarding underrepresented former secondary teachers in South Carolina, teachers' lived experiences, and reasons for leaving the profession. The theoretical framework underpinning the study is organizational commitment theory. The target population was approximately 1500 teachers. Twenty former teachers participated in completing a questionnaire and ten of the twenty participated in a semi-structured interview. Also, field notes were used for the triangulation of the data. Data were analyzed using open coding, axial coding, and selective coding to derive themes from participants' narratives and questionnaire data. Findings revealed teachers left the profession because of salary, flexibility, opportunities, and less stress. Recommendations were made based on findings and included creating support groups to alleviate stress, increasing teachers' salaries, and listening to teachers' concerns and other issues. [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.]