Teacher retention remains a persistent challenge in the United States, with long-term staffing stability linked to better student outcomes (Garcia et al., 2009; Guarino, et al., 2006). Despite national efforts by organizations such as NAfME and other educational stakeholders to improve recruitment and retention, high turnover continues to affect the teaching workforce (Mark & Gary, 2007; Ingersoll, 2001). This issue is especially pronounced in music education, where unique pressures may increase the likelihood of attrition.Teachers face a number of distinct challenges, including the general stressors of social demands and chronic occupational stress, which contribute to burnout, compassion fatigue, and vicarious trauma (Maslach et al., 1997). In addition, music educators are a specialized teaching force with unique demands. Some past research has pointed to teaching assignments outside of specialties, diminished free time, and a lack of demographic diversity as possible threats to retention, all of which are real challenges for music teachers (Futernick, 2010; Reininger, 2012). Further, music teachers often carry the additional expectation of producing public performances that serve as visible indicators of program success. These events can generate considerable pressure to demonstrate student achievement and justify the existence of the program itself (Ronfeldt et al., 2013).This study investigates the potential factors contributing to teacher attrition among music educators in the United States. Using a mixed-methods approach, the study collects data from individuals who have left the music teaching profession. Participants will complete two questionnaires, the Oldenburg Burnout Inventory and the Big Three Perfectionism Scale, and participate in semi-structured interviews focused on their professional experiences.The combined qualitative and quantitative data will be analyzed to identify recurring patterns related to fatigue, burnout, and dissatisfaction. The goal is to better understand the lived experiences of music teachers who have exited the field and to identify common attributes that may have influenced their decision to leave.By centering the voices of former music educators, this study aims to contribute to the ongoing national conversation around teacher recruitment and retention. The findings have the potential to inform future efforts aimed at supporting music teachers and reducing turnover in this specialized area of education