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The purpose of this quantitative, non-experimental, correlational study is to compare teachers’ plans to leave the teaching profession for the school year 2021-22 in rural and urban area schools, and teachers’ plans to leave the teaching profession for the school year 2021-22 in teachers with under and over fifteen years teaching experience. The research questions addressed are what is the difference in teachers’ plans to leave teaching in the United States’ K-12 rural and urban area schools for the school year 2021-22 and what is the difference in teachers’ plans to leave teaching between United States’ K-12 teachers with under fifteen years of teaching experience and teachers with over fifteen years for the school year 2021-22? The setting for this study is U.S. K-12 public, private, and charter schools. Secondary data is used from the U.S. Department of Education’s (DOE) 2020-21 NTPS. Mason and Matas’ (2015) four-capital theory is utilized as the theoretical framework for this study. The statistical analysis used in this study is the Independent Samples t-test by the DOE’s DataLab PowerStats. The study’s findings show private school teachers in the school year 2020-21 had definite plans of leaving the teaching profession in urban areas at a higher rate than rural area private school teachers. It was also found public school teachers in the school year 2020-21 with over fifteen years' teaching experience would leave for a higher paying job over those with less than fifteen years. The researcher identifies a need for conducting detailed exit interviews and surveys with teachers who leave the profession, to gather in-depth data on their reasons for leaving and suggestions for improvement, which would assist educational leaders in promoting teacher retention.