Teachers' decisions about staying in a position are influenced by three classes of variables: employment, personal, and external. In a North Dakota study of the relationship between these variables and job retention in rural areas, 42 special education teachers and related service personnel who had left their positions in the past year (leavers) and 44 who had not left their positions (stayers) were interviewed. Town size did not predict staying and leaving, probably because the majority of subjects resided in small towns. Compared to stayers, leavers were less satisfied with housing choices, rated their communities lower as to quality of life, traveled further to centers for services and entertainment, had been in their current positions for shorter periods, and rated themselves as a better match for the teaching profession. No relationship was found between satisfaction or burnout and staying and leaving, and stayers appeared tied to their positions by family, community, and regional ties. "Satisfaction with professional development" was an integral part of the model although its importance as a predictor decreased as other variables came into the model. Job satisfaction in this rural state appeared to be predicted largely by employment related factors, including burnout and satisfaction with the professional development opportunities offered through positions. Administrators should recognize that an active professional development program may serve to increase the satisfaction, performance, and ultimately the retention of qualified staff members. Contains 16 references. (TD)