Is the age-old memory of the lifelong teacher fading? Should we just accept that long ago was the time when educators entering the teaching profession aspired to stay in the classroom until retirement? Why do teachers leave? Can we design a solution to promote prestige and attract people back to the teaching profession? While many areas of education are experiencing teacher shortages, teacher retention in particular is a major concern in many schools and districts across the country. The No Child Left Behind Act (NCLB) requires all teachers to be “highly qualified,” meaning that teachers are trained and certified before entering the classroom. These "highly qualified" teachers typically come from various university certification programs where they gain pedagogical knowledge essential to educational applications of academic content areas as well as related information on ethics, state laws, and educational research . Before receiving the hard-earned title of certified teacher, “highly qualified” teachers must pass a series of state-required exams. However, most, but not all, certification programs include a student teaching component in which prospective teachers complete a short apprenticeship in a classroom with a teacher experienced in their respective academic fields. This student teaching experience allows for observation and practice of actual implementation of content knowledge, teaching skills, and classroom management in a "real world" context. Unfortunately, classroom training rarely mimics the complicated stresses associated with real-world application of a profession and, comparable to most careers, teaching is a very difficult profession to pursue. higher morale and manageable stress compared to non-CFG participants. ReferencesBuckley, Schneider and Shang (2005). Fix it and they might stay: School facility quality and teacher retention in Washington DC Teachers College Record, 107, 1107-1123. Cookson, P.W. (2005). Your first year: A community of teachers. K-8 Education, 35, 12-13. Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60, 25-29. Ingersoll, R. M. and Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30-33.Johnson, SM and Kardos, SM (2002). Keep new teachers in mind. Educational Leadership, 59, 12-16. Wilheim, Dewhurst,-Savelis, and Gordon (2000). Teacher stress? An analysis of why teachers leave and why they stay. Teachers and teaching: theory and practice, 6, 291-304.