This study addresses teacher retention in Title 1 urban middle schools, focusing on why veteran teachers remain despite the challenges. Anchored in self-determination theory, the study explores how fulfilling the psychological needs for autonomy, competence, and relatedness impacts teachers' decisions to stay. Employing a qualitative descriptive design, the research involved in-depth interviews with 15 veteran teachers, revealing rich, personal insights into their motivations and experiences. Key findings indicate that a supportive school environment, strong peer connections, and recognition of professional autonomy significantly influence teachers' commitment to their roles. Teachers expressed that these factors enhanced their job satisfaction and provided them with the necessary support to overcome the daily challenges of working in high-needs educational settings. The implications of these findings are profound, suggesting that interventions aimed at enhancing teacher autonomy, competency, and relatedness within school communities could be pivotal in improving teacher retention rates. These strategies include developing mentorship programs, enhancing professional development opportunities, and fostering a collaborative school culture that recognizes and supports teachers' needs and contributions. This research contributes to the broader understanding of teacher retention in challenging urban environments, offering actionable strategies that policymakers and educational leaders can implement to support and retain experienced teachers, thereby ensuring stable and effective learning environments for students. [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.]