Schools in the United States average an annual teacher turnover of 16%, with half of all teachers who change jobs also leaving the profession. This problem is important because high teacher turnover interrupts the development of pedagogical acumen among teachers, adversely affects student achievement, and diverts budget dollars that are needed elsewhere. The purpose of this basic qualitative study was to explore teacher turnover in two urban high schools that had twice the national average of teacher turnover so that research-derived recommendations could be made to improve teacher retention. Grounded in organizational development theory, appreciative inquiry was used to explore how the former teachers who no longer worked at the schools perceived teacher turnover, as well as gain their insights about how to mitigate teacher turnover within the two schools. An open-ended interview protocol guided interviews with a purposeful sample of 10 former high school teachers who taught for the district for one or more years before leaving. Thematic analysis of interview transcripts revealed that high turnover was related to psychologically challenging work environments. The themes of relevant professional development and mentoring opportunities were unpacked for mitigating high turnover. The study resulted in a policy recommendation that outlines improvements for professional development and a teacher mentoring program that could lead to more supportive work environments for teachers. The teaching profession, schools, and students will benefit from implementing research-derived recommendations to improve teacher retention. Positive social change accrues when teachers remain and thrive in their chosen profession. [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.]