This study examines K-12 public school teacher turnover, with a particular focus on teachers of color. Recruiting and retaining well-qualified teaching staff is a challenge in the United States, where annually roughly 16% of teachers either leave the teaching profession entirely or transfer to a different school. This high rate of turnover is of concern given the relationship between a changing teaching workforce and low student learning outcomes. The literature on factors associated with teachers' decisions to leave the workforce or change schools, along with the impacts on school districts, schools, and students, is synthesized, and the results of a mixed methods study are presented. Sources of data collected for this study include an online survey administered to 120 teachers in the state of Oregon as well as individual interviews with 15 teachers, and 4 focus groups, in which a total of 25 teachers participated. The survey sample includes 36 BIPOC teachers and 84 White teachers. Interview/focus group samples include 16 BIPOC and 9 White teachers. Quantitative findings from Phase 1 include an analysis of variables of interest--"School Connectedness," "Administrator Supports," "Professional Development," "Student Processes," "Resources" and "School Diversity" by teacher racial groups and intent to leave. When considering all 120 participating teachers in the online survey sample, those who intended to leave the profession reported a significantly less satisfaction with "School Connectedness," "Professional Development," "Student Processes," and "Resources." Teachers who had considered leaving their worksite reported a significantly less satisfaction with "Administrator Support," and "Professional Development." When comparing the experiences of BIPOC teachers with that of White teachers, BIPOC teachers reported a greater satisfaction with "Professional Development" compared to their White peers; BIPOC teachers who did not intend to leave their worksite also reported a higher satisfaction with "Professional Development." Qualitative analysis of focus groups and individual interviews in Phase 2 provided evidence that for BIPOC teachers, race impacted both their experiences in the workplace and their dissatisfaction influencing their desire to leave their worksite or profession. Recommendations for further study, as well as implications for practice are discussed. [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.]