For decades, states across the U.S. have dealt with the issue of recruiting and retaining teachers, and this problem appears to be worsening nationwide (Sutcher, Darling-Hammond, & Carver- Thomas, 2016). Between the 2008-2009 and the 2013-2014 school years, enrollment in college teacher preparation programs decreased by approximately 250,000 candidates nationwide (U.S. Department of Education, 2015). The lack of qualified candidates has led to a significant teacher shortage in the United States. This teaching shortage is a twofold problem--not only is it one of attracting and hiring highly qualified teachers, but it also is one of retaining highly qualified teachers. Teacher compensation, teacher preparation, teacher efficacy, induction and mentoring, school climate and culture, and location have been identified as contributing factors to the attrition rates of teachers across the United States. During the 2020-2021 school year, East County Public Schools (West Virginia) had over 100 teacher vacancies filled by permanent substitutes. The study examined the perceived factors that have impacted elementary teachers' decisions to accept a position in one school district in West Virginia and also looked at the factors that impacted mid to late-career teachers' decisions to remain in their positions. A multiple case study design guided the study's methods of data collection and analysis. In this study, the cases were teachers in their first year of teaching or teachers with over ten years of teaching experience. The findings indicate that location and job availability, climate and culture, compensation, administrative leadership, and collegial relationships impact a teacher's decision to accept or remain in a classroom teaching position in East County. The findings of this study have implications for practice and future research. The findings suggest a need to look at some of the controllable factors in East County, such as financial compensation and climate and culture. Future research into the perceptions of factors impacting teacher recruitment and retention is warranted. In 2022, teacher shortages were at an all-time high, and the COVID-19 pandemic had affected schools throughout the nation. Future research is needed to explore the long-term effects of the COVID-19 pandemic on teacher retention. [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.]