Recent school reform initiatives and state mandates dictate increases in teacher accountability with teacher performance based on the results of standardized test scores. Although the number of teachers who choose to leave the profession is distressing, there are those who choose to remain for the long term. Utilizing the modified van Kaam method of phenomenological analysis the lived experiences of eight veteran high-needs teachers employed by an urban school district in Virginia were explored. The veteran teachers identified by school administrators as highly-effective reflect on the successes and challenges of working in a high-needs school, identifying internal and external factors that play a role in their decision to remain in their instruction environment. Several key themes emerged from the study: students and parents, administration, and professional development. Implications emerging from the study viewed by participants as essential to job performance, teacher effectiveness, and longevity in the profession (a) the desire to impact student lives (b) a positive school culture (c) building relationships,(d) a sense of family (e) being part of a school community (f) opportunities for leadership (g) time to collaborate with peers (h) support from peers and administrators (i) opportunities to provide input into decisions that affect the school (j) engaging professional development that directly relates to content and grade levels taught. Future research might involve replicating the study with teachers employed at the middle and secondary school levels. [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.]