The increasing rate of teacher turnover is a significant concern for most schools in the country. Several factors influence teachers' decisions to leave their profession. The problem addressed in this study was the high turnover rates among novice teachers. The purpose was to discuss, study, and explore the factors influencing novice teachers' turnover rates in US public schools. The societal model was the conceptual framework for this study. A qualitative phenomenological design was utilized for this research to explore the factors contributing to the higher turnover rates among teachers in public schools. The purposefully selected sample comprised of 10 novice teachers who have served in their respective schools for three years or less as they are at the highest risk of exiting the profession. The following three research questions helped analyze the paper in detail: What factors do novice teachers perceive as reasons for teacher turnover? What are the perceptions of novice teachers about public schools in the United States? What recommendations do teachers have regarding the most effective interventions or programs for reducing the rate of teacher turnover in public schools? The data was collected from the selected participants using one-on-one interviews through the telephone platform due to the Coronavirus epidemic. Inductive analysis was used to examine and analyze the interviews and 10 themes were arranged. The results showed the main factors associated with turnover among teachers in public schools include lack of support from administration and parents, inadequate resources, lack of appreciation, inadequate funding. Future research could repeat the current study on a larger scale, meaning to expand the study across the state to make a comparison based on geographic locations. In addition to improving generalization, a larger sample size would facilitate in-depth comparisons of teachers' perspectives about turnover rates across the country. Various recommendations for practice can be drawn from these findings. Based on the findings, school administrators, principals, and leaders could adopt programs to support novice teachers, increase funding for adequate resources in public schools, and promote effective management practices in public 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.]