Annual teacher departure rates in the United States have held steady at about 16% for most of the 21st century. This high turnover has serious consequences at both the school and student levels (Carver-Thomas and Darling-Hammond, 2017; Ingersoll, 2004; NCES, 2014; Ronfeldt et al., 2012). Moreover, as we emerge from the pandemic, teachers are reporting levels of burnout and intention to leave the profession at the highest rates in recent history (Kurtz, 2022; NEA, 2022; Steiner et al., 2022). The problems that drive teachers out of schools are not immutable. Research on teacher leaving has consistently found that the primary reasons for departure are work environments and experiences that are unbearably unpleasant (e.g. Goldring et al., 2014; Ingersoll, 2004; Ingersoll et al., 2019; Podolsky et al., 2017; Simon and Johnson, 2015; Steiner et al., 2022). Teacher-powered schools--that is, schools collaboratively designed and run by teams of teachers in partnership with the students, families, and communities they serve--elevate the role of teachers by design. Because teachers at these schools make important school-level decisions, it is theorized that these schools are seeing improved teacher retention outcomes relative to other schools in the US. This report documents the findings of an exploratory survey- and interview-based research project in 2022 to examine this theory and explore school conditions that mediate teacher departure. [The report was written with Lars Esdal.]