In the US, teacher attrition is a widespread issue. Attrition rates in the United States are quite high, hovering around 8% over the last 10 years, and they are significantly higher for new teachers and teachers in high-poverty schools and districts (compared to high-achieving jurisdictions like Finland, Singapore, and Ontario, Canada, where only about 3% to 4% of teachers leave each year (Sutcher et al., 2022). Remaining in the teaching profession has many variables to include job satisfaction, the work environment, relationships with leaders, career stages, stress and teacher compensation. The purpose of this phenomenological study was to explore veteran teachers' perceptions of their decision to remain in the teaching profession. This study is significant because it looks beyond the preparation programs and recruitment efforts and explores the challenges experienced by teachers. The participants' reflections of their teaching careers, as defined by their lived experiences, were explored through semi-structured interviews in a one on one format with the researcher. The data gathered from the interviews was adequate to answer the four research questions formulated for the investigation. Data gathered from the guided interviews were classified, transcribed, and examined for recurring themes. Upon analyzing the transcripts, the investigator discovered recurring themes among the subjects. A few recurring themes emerged from these seasoned educators' experiences, supporting the idea that retention is a phenomenon. The overall finding was that teachers stayed in the teaching profession because they loved their careers. They loved teaching and loved working with children. The results of this survey indicate a strong affinity for the teaching profession and those educators who have been in the profession over 5 years have a sense of dedication to the profession. However, they were not dumbfounded by the fact of the problems that do exist in education. These problems include continuous changes, teacher burnout, pay, escalating student behavior, increasing workloads and the lack of supportive relationships. Even in the face of ongoing difficulties, these seasoned educators appear to be called to teach children. This study adds to the body of research by leveraging the voices of teachers still in the profession in framing what organizational conditions undermine retention efforts. Additional research should include expanding the study to middle and high school teachers, increasing the sample size, and following teachers from their entry to becoming veteran teachers. [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.]