The purpose of this qualitative interpretive inquiry was to describe the experiences of early career, elementary teachers working in high-need schools in New York City (NYC). This study examined teachers' experiences in the workplace and how their experiences contributed to their feelings of self-efficacy and intent to remain in their high-need school. In-depth, open-ended interviews were conducted using a semistructured interview protocol with 10 NYC teachers who were in their first 5 years of teaching. A writing activity was also conducted to gain greater insight and check consistency in the data (i.e., information teachers shared). Bandura's self-efficacy theory and the U.S. Department of Education's human capital framework were used throughout the research design and data analysis processes as part of a theoretical lens to make sense of teachers' experiences and explore the phenomenon of teacher retention. The data indicated early career elementary teachers in NYC high-need schools experience many challenges that impact their perceptions, self-efficacy, and intent. Teachers who reported more positive workplace environments had stronger, more supportive relationships with their administration and felt valued despite many workplace challenges (e.g., student behavior and diverse needs). Based on teacher feedback, building rapport between principals and teachers, while also providing opportunities to teach authentically, can help retain educators in high-need schools. [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.]