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The objective of this study is to use nationally representative data to examine the rates, destinations and sources of math and science teacher turnover. There are four sets of research questions the authors address concerning the departure of mathematics and science teachers from their schools: (1) At what rates do mathematics/science teachers move from or leave their teaching jobs? How do their turnover rates compare to those of other teachers? Have their turnover rates changed over time? What is the magnitude of both math science teacher mobility and attrition?; (2) Which types of schools have higher levels of mathematics/science teacher turnover?; (3) What are the destinations of mathematics/science teachers who move from or leave their teaching jobs? What proportions of those departing move to other schools, quit to raise families, go to graduate school, go into non-teaching occupations within education (e.g., school administration, higher education, etc) or go into non-educational occupations?; and (4) Which particular factors, aspects, and conditions of schools and of teachers’ jobs are most tied to the turnover of mathematics and science teachers? This study utilizes nationally representative data on teachers, and therefore the setting is the whole United States. Findings suggest that schools are not simply victims of inexorable demographic trends and that there is a significant role for the management of schools in both the genesis of, and solution to, school staffing problems. The data suggest that improvements in these conditions of the teaching job, such as increased teacher salaries, and enhanced faculty input into school decision making, would all contribute to lower rates of turnover, in turn, diminish school staffing problems, undermine the so-called teacher shortage and, hence, ultimately, aid the performance of schools.