The purpose of this study was to determine how teachers seek and experience empowerment in high-poverty, urban school and how empowerment increases retention. This study included a review of literature to provide context on empowerment and retention in high-poverty, urban schools. To further analyze the idea of teacher empowerment and retention within high-poverty, urban schools, a qualitative, grounded theory study was completed. Through the process of remotely interviewing teachers in middle schools within Lawrence, Massachusetts, data were collected and analyzed on reasons teachers continue to stay in high-poverty, urban schools based on their experience working within these settings. Findings identified teachers feeling empowered when having autonomy over their curriculum, and having the ability to provide authentic input into school-wide decisions.