Teacher attrition is a problem that has consequences for children and schools in many countries; children are affected negatively both emotionally and intellectually, while schools suffer setbacks, such as financial stress and disruption of the learning environment. This multiple case study explored the perspectives of stakeholders in India regarding how teacher attrition in private early childhood schools influenced students, teachers, parents, school leaders, and schools, as well as the factors that stakeholders identified as important for teacher retention in private early childhood education. The conceptual framework was Bronfenbrenner's ecological systems theory. Data were collected through interviews with teachers and school leaders with at least 2 years of experience, and parents of children at affected schools. Twelve participants were selected via homogenous purposive sampling, with 4 in each group. Data were analyzed using thematic analysis. Results of data analysis showed that teacher attrition led to an increase in workload for the remaining teachers, causing mental and physical stress. Positive workplace relationships were needed to stem the problem. School leaders felt that teachers' salary should be commensurate with workload, while parents believed teacher contracts should include a minimum number of years of service required. Future research might focus on factors considered important to stemming teacher attrition such as flexible timetables, reduced workloads, and teaching independence. The study has implications for positive social change by providing insights to help policy makers and education leaders in India understand and possibly lessen the problem of teacher attrition