Teacher attrition, a critical issue in education, has significant implications for the quality of instruction and student success. The Lower Rio Grande Valley in Texas, known for its substantial Latinx population, faces a concerning trend of high teacher turnover particularly among Latinx educators who leave teaching within their novice years. This inquiry provides a comprehensive examination of the factors contributing to teacher attrition in the region, with a specific focus on the experiences of Latinx teachers. Findings are organized into four thematic categories: "Traversing Organizational Terrain," elucidating the institutional dynamics shaping teachers' experiences; "Interweaving Bonds," highlighting the relational aspects within the educational context; "Balancing Act," examining the complexities of managing personal and professional demands; and "Navigating Aspirations," capturing teachers' aspirations and trajectories beyond teaching. Ultimately, this study offers valuable insights into the factors contributing to teacher attrition among Latinx educators in the RGV. By shedding light on these challenges, it provides crucial information for educational policymakers and stakeholders to develop targeted interventions aimed at improving teacher retention and fostering a more supportive environment for Latinx educators. Through these efforts, the study aims to enhance the overall educational experiences and achievements of students in the region. [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.]