Abstract
This paper discusses the retention challenge by examining how it is addressed in three
context specific teacher education programs, which prepare teachers to serve in urban,
Catholic, and Jewish Day Schools. The findings of this study suggest that teachers from
the three programs we studied expressed high motivation to serve as teachers or leaders
in their particular schools and communities. In particular, we found that teachers’ career
commitments developed around the religious or civic missions promoted by their
respective programs. Finally, teachers’ career perceptions seem to correlate, though not
entirely match, with those of their program leaders.