The purpose of this qualitative descriptive study was to identify how beginning teachers describe their experiences that influenced them to stay in the teaching profession in a large school district in Texas. This study used factors influencing teaching choice (FIT-choice) for the theoretical model. Five research questions guided data collection. These questions asked beginning teachers to describe their intrinsic value, social utility value, and personal utility value; prior teaching and learning experience, social influences and social dissuasion; choice of teaching as a default or temporary career; the task demand and task return of teaching; and their teaching ability. The FIT-choice survey and individual interview sessions were used for data collection. Forty-two teachers at secondary charter schools completed the survey, and from those, 16 were interviewed. Data analysis was completed using descriptive statistics and thematic analysis. Eight themes emerged from the data analysis. These themes were: 1) beginning teachers like to help children and adolescents learn and be successful, 2) work with students to be successful in life, 3) teaching will always be needed, 4) teaching provides more time to stay and take care of family, 5) good learning experiences from their previous educators, 6) continuous learning to meet the task demand of teaching profession, 7) satisfied with teaching, and 8) possession of teaching skills. This study recommended that the same research be conducted in traditional public schools, adding elementary grade teachers and demographic factors. [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.]