The importance of continuous teacher training and development in urban schools is a recurrent topic. Training and development for teachers provide them with the assistance they need to be guided to mastery, which in turn raises student accomplishment and enhances the instructors' own sense of self-efficacy. Teachers with low levels of self-efficacy are more likely to experience burnout than those with high levels of self-efficacy. The prevention of teacher burnout and the promotion of teacher retention are two of the primary goals of professional development in urban settings. Teachers who are employed in settings with limited access to resources have the greatest need for support, yet their professional growth is practically certain to be hindered by the challenges they experience. This study aimed to examine teachers' perspectives on how training and development affect teacher retention in urban schools. Participants were recruited via social media platforms. There was a total of fifteen people interviewed. This study's findings indicate that urban teachers are subject to poor working conditions and lack training and development. Nonetheless, their commitment to serving black and brown students attributes to their length of stay in urban education. [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.]