The focus of this research was to better understand the characteristics and behaviors of novice teachers in urban schools who return for another school year by examining their decisions to return for another year of teaching. This qualitative study used semi-structured interviews of five secondary teachers from the same alternative licensure program with three or fewer years of experience, all teaching in urban schools. Findings indicated that novice teachers' decisions to return for another year were linked to their licensure program, their opportunities for growth, their mentors and helpers, and their resilience and reflective practice. Implications include the ongoing need to diversify the profession and retain teachers of color as well as the urgency for teacher education to redesign programs and put practice at the center to prepare candidates for the multiple challenges of the profession and respond to current trends in education with innovative solutions. Additional research may seek to understand how to decrease the speed of the revolving door. Future research should examine the lived experiences of novice teachers of color especially as they relate to trust and retention as well as the availability and variety of growth opportunities for novices. [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.]