Decades of research continue to show that effective teachers are the single most important factor and strongest influence on students’ academic achievement, motivation, self-efficacy, and social emotional development. Yet, approximately 40-50% of teachers leave the profession within their first five years; that number increases to up to 70% for teachers who serve students of color. In addition, one out of every five teachers leave the teaching profession after their first year, therefore, beginning teachers have the highest rate of attrition. These high attrition rates lead to a revolving door through which nearly a million teachers move into and out of schools each year. Strong evidence suggests these patterns of teacher mobility ultimately impact students’ equitable and cultural education. The problem this study explored was the high rate of teacher attrition and its impact. The purpose of this study was to identify the teaching practices and experiences which lead to attrition or retention, with a focus on Culture, Diversity, Equity and Inclusivity. In order to accomplish this purpose, twelve teachers participated in a qualitative, semi-structured interview. Six former teachers and six current teachers were individually interviewed; among the twelve, two case studies were presented. Their responses were in reflection of their first-year and beginning years teaching. The constant comparative method generated grounded theory and social cognitive theory approach was used to analyze the data. After and in-depth analysis, three categories emerged from the data; the Trajectory to Attrition or Retention, Interpersonal Relationships, and Effective Teaching Practices and Experiences. The categories were synthesized to report the findings of the study. The following Research Question was designed to guide and frame this study: RQ) What impacts the trajectory to teacher attrition or teacher retention? The Research Question was answered in the following six findings of this study. First, passion emerged, in this study, as a iii universal and paramount theme. Second, the high rate of teacher attrition, in this study, broadly supports the data from Ingersoll’s research; 40-50% of teachers leave within the first five years. Third, consistent with existing bodies of knowledge; the main reasons teachers leave the teaching profession is their lack of belief and confidence in the educational system and lack administrative support [sic] (George, 2000; Ingersoll, 2021). The fourth finding, suggests that the reasons teachers who remain in the teaching profession, in this study, are the same reasons they became a teacher: passion, self-efficacy, and focus. The fifth finding is the data which aligns with research which emphasizes the importance of interpersonal relationships including administrators, families, and mentoring (George, 2000; Henning et al., 2019; Salvatore, 2014). The sixth finding is coherent with previous research; there is a lack of formal teacher preparation and training in the areas of culture, diversity, equity, and inclusivity (Samuels, 2018). This data will contribute to connect research and theory to practice for teachers, teacher leaders, administrators, school districts and universities. As this data informs educational institutions, it aims to strengthen and improve teacher preparation and practice, to support the development and the retention of effective teachers, and to ultimately create a progressive and sustainable school climate and culture of diversity, equity, and inclusivity.