Early-career educators' professional learning experiences are critical to the development of their professional identities and retention. Relationships with others, applicability to one's role and reflection are key to these individuals' success long-term. This qualitative study sought to explore the dynamics of retention as a result of early-career educators' professional learning experiences. The overarching research question that guided this study was: What are the common elements of early-career educators' professional learning experiences that positively impact their long-term professional outlook? The research was conducted in the Midwest part of the United States with educators from a low-SES school district implementing at least one professional learning experience yearly. This study utilized virtual one-to-one interviews and a virtual focus group to gather data. The findings from the data resulted in five themes: 1) Job-embedded learning experiences impact retention, 2) Perception influences retention, 3) Reflective practices impact retention, 4) School culture impacts retention, 5) Professional identity impacts retention. The theoretical foundations which assisted the researcher in making sense of the data collected are Kolb's Experiential Learning Theory (1984), Vygotsky's Sociocultural Theory of Cognitive Development (1978), Knowles' Theory of Andragogy (1984a), and Maslow's Theory of Self-Actualization (1943). Practical implications resulting from the study consider more veteran staff and administrators critical to educators' retention, ongoing, job-embedded professional learning experiences valuable to educators' overall growth and retention, and professional identities key to educator retention. The findings will be used to help ensure the retention of early-career educators through their professional learning experiences. [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.]