Numerous studies have identified research to practice gap regarding teacher retention (Hagaman & Casey, 2018; Carver, 2003; CCSESA, 2016). In Minnesota, teacher retention is a concern as 51% of professional licensed teachers were not working as either a public or charter school teacher during the 2019-2020 school year. (PELSB, 2021). The objective of this study was to identify and address common themes that exist across multiple groups of educational professionals (pre-service teachers, in-service teachers, and administrators). In an effort to understand why half of the state's fully licensed teachers have left the classroom and/or the field, this study analyzed responses of participants in Minnesota utilizing an Invitational Education Theory lens to inform preparation program content, alleviate the research to practice gap, and provide recommendations to help improve teacher retention rates.