The purpose of this life history inquiry was to contribute to the understanding of why teachers stay in the teaching profession. Life history inquiry, a qualitative approach, was utilized to explore the teachers' stories within their historical context as a source of knowledge. As such, each teacher'slife was presented in the context of narratives and analyzed within a constructivist framework of life history in order to make sense of their experiences of staying in the profession. Through purposive sampling, three teachers were selected. Participant selection was based on: (a) retired status, (b) willingness to talk about their experiences and make a commitment of time for the study, and (c) professional status as "good" teachers who had a life-long career in the teaching profession.