School districts across the United States are faced with teacher shortages. These teacher shortages are largely due to teacher attrition. The separation of teachers in the profession leaves schools and districts to continuously need to replace teachers. Recruitment is not enough to close the gap in the teacher shortage. Schools need to look to retaining teachers. This study aimed to examine the existence of a relationship between teacher grit and longevity and self-efficacy and longevity. It also investigated how teachers who have acquired longevity describe their teaching, allowing the researcher to detect characteristics of grit and self-efficacy in their portrayal of themselves. In this context, grit and self-efficacy are explained, as they may have an impact on teachers' ability to acquire longevity. This mixed methods convergent parallel study was conducted using the grit and teacher self-efficacy scales developed by Duckworth (2016) and Schwarzer, Schmitz, and Daytner (1999) respectively. Qualitative data were collected by the researcher through the use of one-on-one interviews. The quantitative and qualitative data were analyzed and the results revealed teachers with longevity possessed both grit and self-efficacy. The results indicate administrators should intentionally and transparently support teachers in small wins and work to build teacher grit and self-efficacy by strategically building a culture of collaboration among teachers. Further research is needed to build a grit scale to specifically measure teacher grit. [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.]