Inner-city schools are complex institutions and provide challenging working conditions for inner-city teachers. School districts have experienced difficulty recruiting and retaining effective teachers for their inner-city schools. This study examined potential strategies and programs to attract and support teachers for inner-city schools. The research followed a collective case study methodology and data were collected through interviews with seven experienced inner-city teachers in the Prince George School District. The interviews were recorded, transcribed, and analyzed for resonant themes. Important themes emerging from the data were: Relationships, Working Conditions, Mindset, Attributes, and Skills. Findings suggest that teachers choose to work and stay in inner-city schools because they derive enjoyment and rewards from this meaningful work. Relationships, especially those with colleagues, provided important supports for inner-city teachers. Recruitment and retention strategies should focus on the altruistic motivation of teachers rather than on financial enticements.