Due to high rates of teacher shortages, there is a serious problem emerging in our national education system, which will continue to affect teachers, students, and society in general. The purpose of this qualitative case study was to explore veteran teachers' reasons for remaining in the field of education and their perceptions of best practices for helping novice teachers develop sustainable teaching careers. By understanding how veteran teachers developed sustainable careers, administrators can promote career sustainability for novice teachers. The guiding theoretical framework was Alderfer's ERG theory, which helped to explain what is needed for a sustainable career. The research participants consisted of 15 veteran teachers. Each participated in semi-structured interviews and focus group sessions. Using thematic analysis, the following themes emerged in response to each research question. Research question one focused on the reasons why veteran teachers have remained in the teaching field. Three themes emerged: continued personal growth; passion for the profession; and camaraderie. Research question two explored perceptions of key skills needed to develop sustainable careers. The following five themes emerged: developing effective support systems; engaging in professional development; seeking collaboration; developing classroom management skills; and maintaining health and wellness. Research question three examined best practices that novice teachers can develop to create sustainable careers. Four themes emerged: developing effective support systems; prioritizing to survive first year; engaging in opportunities for continual growth; and developing a positive culture. Significant implications of the findings include: there are both internal and external influences associated with teacher retention, novice teachers need to adjust their expectations for their first years in the classroom, and all teachers need to take initiative in developing the sustainability of their career and promoting positive change. Recommendations for practice included: mindfulness training, opportunities for collaboration, implementation of a structured mentorship program, and effective professional development opportunities. Recommendations for future research included: examining the benefits of employing department chairs, analyzing the effects of mindfulness training, and further exploration of the perceptions of veteran teachers and novice teachers regarding the challenges associated with teaching and its sustainability. [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.]