The purpose of this quantitative correlational-predictive study was to determine if and to what extent Years of Experience predicted teachers' Intent to Quit after controlling for Intrinsic and Extrinsic Motivation and Self-Efficacy among general education teachers who taught in an inclusive classroom in the United States. The theoretical foundation was derived from Herzberg's Two-Factor Theory and Bandura's self-efficacy component of the Social Cognitive Theory. The sample comprised Kindergarten to 5th-grade elementary general education teachers who taught in an inclusive classroom in the United States. The data were collected using the Minnesota Satisfaction Questionnaire, the Teacher Sense of Self-Efficacy Scale, and the Intent to Quit questionnaire. Using Hierarchical multiple regression three research questions were tested. Intrinsic and Extrinsic Motivation explained 37% of the variance of Intent to Quit and the model was statistically significant [F(2,117) = 34.35, p < 0.001]. Years of Experience, added in Block 2, increased the variance explained by 2.9%, and the model was statistically significant [F(3,116) = 25.71, p < 0.001]. However, Self-Efficacy did not add to the variance predicted (.02%), was not a statistically significant predictor ([Beta] = 0.01, p = 0.50), and was dropped from the Model. The results from this study can be used to identify general education inclusive teachers who are most likely to quit and put interventions in place to retain them. There is still a need to explore novice teachers in their first four years of teaching to further understand how Intrinsic and Extrinsic Motivation, Years of Experience, and Self-Efficacy predict novice teachers' Intent to Quit. [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.]