The purpose of this research was to examine how teachers' level of engagement might predict their likelihood of leaving their current positions. This study used cross-sectional survey data gathered on 188 elementary school teachers. A multiple mediation model was used to examine the effects of organizational (individual-level climate, psychological climate) and personal (burnout, engagement, job stress) predictors on turnover and transfer intentions. Results from the study confirmed that "individual-level climate" was a significant predictor of teachers' engagement, job stress, and burnout, which mediated its effect on turnover intention. Psychological climate had a direct effect on transfer intention but no reported indirect effects on teacher self-beliefs or turnover intention. The research findings provide a foundation for continued research, as well as a framework for understanding how school culture may influence teachers' decisions to leave or transfer. The study identified a need for school leaders to understand that the perceptions of the school's environment and teachers' self-beliefs have a significant effect on teacher turnover and intent to transfer. Results from this study offer explicit recommendations and guidance to school leaders for how to improve teacher retention; it is one of a small number of studies in educational contexts to provide such guidance for teacher engagement.