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The purpose of this qualitative phenomenological study was to investigate the phenomenon of the cause of attrition for teachers who have recently left the field in the United States. For the utility of this study, attrition was defined as teachers who were leaving their jobs in the field of education. This research provided insight into complex variables such as job satisfaction, professional development opportunities, administrative support, and classroom challenges, and sought to identify patterns. The theories chosen for this study included Human Capital Theory by Becker and Rosen, with Organizational Theory as an additional lens formulated by Max Weber. Human Capital Theory explains that humans have valuable resources which include knowledge, skills, and experience in the classroom. Human capital stresses this importance of investing in employees while Organizational Theory works to improve the organization overall. This phenomenological qualitative study was a document review utilizing secondary data sources. The primary research question that was addressed was what specific factors caused public school teachers to leave the field of education post-COVID? The setting for three of the studies took place online and one took place in person at three different elementary schools. The sample sizes for participants varied for all three studies ranging from 958 to 43,900 participants. Data was reviewed for relevance to study and coded in Nvivo to explore common themes and patterns as well as sub themes. Axial coding was completed and then thematic analysis was conducted in order to find contradictions in the data followed by synthesis of the data, interpretation of the data, and recommendations for policy and future practice based on findings. Key findings revealed that high stress, insufficient administrative support, inadequate compensation, and lack of relevant professional development as top reasons for attrition.