There are significant inconsistencies in the levels of preparation of teachers placed in high-need urban schools and those placed in suburban, middle-class schools. In this qualitative research study, I surveyed, interviewed, and observed three highly qualified teachers and one principal from an urban-intensive, high-need school community. Findings revealed that these highly qualified teachers stayed in a marginalized school community for four overarching reasons: (1) They appreciated their working conditions and building leaders; (2) they engaged in continuous professional learning; (3) they forged meaningful relationships; and (4) they were placed in their community of choice.