This study explored perceptions of teacher retention from the lens of veteran teachers in an effort to examine why teachers remain in the classroom. According to Carver-Thomas and Darling- Hammond (2017), teacher turnover negatively impacts student achievement and the efforts to replace teachers puts school districts in a financial bind. Through the interview process, this study examined the stories of fifteen veteran teachers in East Tennessee as they described their experiences of persistence in the field of education. The teachers in this study shared factors that impact their reasons for remaining in the field of education. The participants' response to the interview questions were thematically analyzed which resulted into two themes: sense of purpose and support from school leaders and colleagues. Teachers in this study shared their "sense of purpose" as a reason for their persistence in the classroom which was supported by components of the self-efficacy theory. Additionally, teachers in this study shared that "support from school leaders and colleagues" was a factor of their longevity in the classroom which was grounded on the foundational principles of the attribution theory. The results of this study provide potential practices for school leaders, state policy makers, and district leaders as they seek solutions for retaining teachers. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]