Teachers are leaving the profession at record rates, but the reasons that they are leaving and the contributing factors to their departures involve emotional and physical safety. This qualitative study aimed to examine the experiences and perceptions of teachers who have left the profession as a result of emotional and/or physical safety concerns. This study was conducted across the United States with former teachers who have left the profession due to physical and/or emotional safety concerns. I used virtual one-on-one interviews and a virtual focus group to gather data. The theoretical foundations which aided in categorizing and making sense of the collected data were the Quality of Work Life Theory and Maslow's Hierarchy of Needs Theory. The findings from the data resulted in three themes: (a) Physical and emotional safety concerns cause anxiety amongst teachers, (b) Teachers assert that they are to blame for the physical and emotional attacks they are experiencing and are helpless in addressing the problem, and (c) Teachers note appropriate administrative support in dealing with physical and emotional safety concerns, thus they coming up with their own coping strategies. Practical implications brought about by the findings outline implications for future practice as school and district administrators work to address the issue of teacher attrition specifically related to physical and emotional safety concerns. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]