The purpose of this qualitative descriptive study was to explore how charter schoolteachers describe their experiences with the job demands and resources influencing their intent to leave the charter school sector in northeastern United States. The theoretical foundations for this study include the job demands and resources theory and the concept of turnover. Two research questions guided the study; RQ1: How do charter schoolteachers describe their experiences with the job demands influencing their intent to leave the charter school sector? RQ2: How do charter schoolteachers describe their experiences with the resources influencing their intent to leave the charter school sector? Data collection used semi-structured interviews and a focus group. The population sample size was 18 charter schoolteachers from northeastern United States. Through the six phases of thematic analysis, eight themes emerged in the findings: time dedicated to work obligations, workload and responsibilities, student factors and associated concerns, health and wellness, organizational structure and expectations, advancement limitations, insufficient compensation, and lack of access to resources. Based on the results, this study advanced the job demands and resources theory and the concept of turnover by showing how excessive workloads and inadequate access to materials, supports and compensation trigger charter schoolteachers to seek employment in public schools. [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.]