High levels of beginning teacher attrition have long posed challenges for those responsible for the management and organization of schools. Empirical research on teachers' early career patterns and attrition has, however, suffered from serious data limitations. To address these limits, the National Center for Education Statistics recently created the Beginning Teacher Longitudinal Study, a new large-scale national survey that followed a cohort of newly hired public school teachers for five years after they entered teaching. This paper summarizes the results of a study that utilized this survey to investigate what are the levels of attrition of beginning teacher attrition and to what extent these vary across different types of teachers and different types of schools.