The purpose of this quantitative study was to identify the various factors contributing to teacher attrition at Alston Middle School and the ones that may reduce it. The participants in this study were fourteen teachers presently at Alston Middle School in Summerville, South Carolina. Teachers that were employed at Alston during the 2009 to 2010 school year were asked to voluntarily participate in taking surveys on factors that would cause them to either stay or leave the school site. In addition, they were queried on their morale at various points during the school year. Results indicate that teachers at Alston Middle School respond to similar affects as those in other locations (as identified by other researchers). However, they are less likely to move because of the support received from administration and the high level of collegiality. On the other hand, the respondents suggest that they will likely leave the classroom for alternate occupations in education within 2-10 years with only 1 likely to retire from classroom instruction. Although there is little to no immediate movement indicated as a result of this study, the downside is increased apathy in the classroom that may prove a hindrance to efficient instruction. The powers that be need to take heed of the increasing pressures in the classroom and the impact it has on the quality of instruction. The revolving classroom door is less a result of poor teacher quality than that of poor decision making on the part of those entrusted with overseeing the education process. Appended are: (1) Letter Requesting Principal Permission; (2) Letter to Teachers Guaranteeing Anonymity; (3) Likert Scale Survey; and (4) Expert Group. (Contains 4 tables.)