This study was designed to examine the demographic and professional mechanisms that contribute to social studies teachers’ professional intentions. Utilizing the National Center for Educational Statistics (NCES) Schools and Staffing Survey (SASS), research was conducted to investigate the occupational perceptions of secondary social studies teachers compared to other core subject areas (math, science, and English). Logistic regression models were constructed to analyze the associations between explanatory variables and teacher intention to leave or stay. Research findings indicated that social studies teachers differ from other core subject areas in demographics, professional perceptions, and teacher intent. Results suggested that social studies teachers tended to be White males. Moreover, minority and women practitioners were less likely to intend to stay in teaching. Logistic regression models pointed out that social studies teachers working with higher minority, lower socioeconomic students were more likely to remain in teaching. Among advanced degree holders, social studies teachers with a Masters in an education field were less likely to intend to stay. Teachers with a Masters in a social studies related field were more likely to remain teaching. From these findings, school, district, and college/university leaders need to implement retention policies that recognize the demography and professional attitudes of secondary social studies teachers.