As a result of the pandemic and other factors, teachers are leaving the profession, or planning to leave, earlier than expected and at a much higher rate than before the pandemic (Will, 2022). Though the estimated percentage varies, a survey published in 2022 and conducted by the National Education Association (NEA) of public school teachers reported that 55% of their members planned to leave the classroom sooner than anticipated (Jotkoff, 2022; Will, 2022).The purpose of this study was to determine whether grit, the "perseverance and passion for long-term goals" (Duckworth et al., 2007, p. 1087), was a factor in teacher retention and job satisfaction for K-12 Catholic school educators. Using Duckworth's theory of grit as a framework, the attitudes and beliefs about job satisfaction, intent to continue teaching, and grit level were explored for K-12 Catholic school teachers. Through nonrandom sampling, a 25-item anonymous survey was completed by forty-three educators who teach within a Mid-Atlantic diocese. Both Kendall's tau_b and Pearson's correlation coefficients used to calculate whether grit was a factor in teacher retention or job satisfaction for K-12 Catholic school educators were not statistically significant. Kendall's tau_b correlation indicated there was no real relationship between grit scores and intention to continue teaching. Pearson's correlation indicated there was only a weak relationship between grit scores and job satisfaction. The goal of this study is to contribute to the body of knowledge on educational research as there are no current research studies that address whether grit is a factor in teacher retention and job satisfaction for K-12 Catholic school educators. [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.]