The attrition of teachers working in mainstream public schools is a concerning trend. While some research on attrition with teachers in general or special education teachers is present, few studies exist within the field of Deaf education that explore the teacher attrition in mainstream schools and none are found that utilized a qualitative phenomenological approach. The purpose of this phenomenological case study was to explore factors that contribute to the attrition of teachers of the deaf, as perceived by former teachers of the deaf in mainstream public schools in the United States. There were three research questions addressed in the study: (1) What role does learned skills play in a teacher of the deaf's decision to leave a mainstream public school, (2) What role does characteristics of the job play in a teacher of the deaf's decision to leave a mainstream public school, and (3) What role does work conditions play in a teacher of the deaf's decision to leave a mainstream public school. After gaining IRB approval, the researcher conducted individual interviews with twelve participants who had left their role as a teacher of the deaf in a mainstream public school. Convenient sampling and snowball sampling was utilized in the recruitment of participants. Trustworthiness of the data was maintained through the use of a guided interview protocol and member checking. Member confidentiality was addressed through an informed consent form and all data was stored on a password-protected computer. Data was collected and analyzed to gather teacher perceptions and grouped into themes. The eight themes identified in the study were teaching competencies, job readiness, years of experience, job satisfaction, administrator support, challenges, working conditions, collaboration and community, along with opportunities for professional development and growth. Sher's (1983) Three C's theoretical framework was utilized in the study. The findings of the study demonstrate a connection between low job satisfaction to lack of supports, lack of community, and lack of respect. The results of the study identify the need for change within teacher preparation programs and mainstream public-school districts. [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.]