Across the United States, the effort to ensure that students are able to meet national and state standards is being seriously undermined by three factors in particular: failure to attract, cultivate, and retain our newest teachers (South Carolina Induction and Mentoring Program Guidelines, 2006). This study is an assessment of the conditions in a small, rural school district in South Carolina that impact the retention of teachers. This study used quantitative data to analyze the perceptions of teachers in the district on school and district conditions by race, years at school, years of experience, and degree level. The participants of the study consisted of 92 teachers who completed electronic surveys indicating their perceptions of the schools, district, and the new teacher induction program. The data from the participants was analyzed and compared to a theoretical positive rating based on the literature review. This study revealed that the school district exudes attributes that are attractive to new teachers, the teachers feel a sense of community and continuity within their schools, the district provides an effective support system, and the teachers have a positive relationship with their principals. These results agree with the literature which indicates that teacher efficacy is related to outcomes such as teacher persistence, enthusiasm, resilience, commitment, and a greater commitment to stay in teaching (Tschannen-Moran & Hoy, 2007). The study concluded with recommendations and conclusions based on the review of the literature and data analysis involved in the study. [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.]