This study examined the relationship between environmental factors of teaching climate for beginning teachers and the desire to remain in teaching. Data from 23,088 Public School Teacher Questionnaires from the Schools and Staffing Survey longitudinal database were analyzed to determine the effect of environmental demographic factors (administrative support, enforcement of rules, staff cooperation, adequacy of resources, student achievement level, after-school work load, gender, age, marital status, and second thoughts about career choice) on the intention to stay in teaching for 3,000 beginning elementary public school teachers. All variables listed except staff cooperation were related to beginning teachers' decisions to remain in teaching. Beginning teachers who were single, female, and older than the norm were especially susceptible to the stresses and isolation of elementary school teaching. The presence of administrative support and the adequacy of resources to do one's job far outweighed the negative influence of discipline problems and unending paperwork. The study confirmed that it is crucial for beginning teachers to have a support system to enhance their teaching experience. (Contains 27 references.) (JDD)