This study examined the impact of human resource practices on teachers’ retention in public secondary schools in Morogoro rural district. The objectives of the study were to: examine the role played by human resource practices on teacher’s retention, assess the contribution of performance appraisal on teacher’s retention and identify the contribution of maintaining teacher’s welfare on teacher’s retention. Mixed method approach was used as research approach. It guided development of data collection tool. Sample included 116 teachers, officers and heads of schools. Data was gathered through questionnaires and semi-structured interviews. Validity of the study was attained through experts’ assessment technique and reliability of the study was established through the use of Cronbach’s Coefficient Alpha. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data was analyzed using frequencies and percentages. The findings show that human resource practices are not successfully implemented in the district, with majority of the teachers expressing dissatisfaction with teaching profession and wishing to join other professions if they would get a chance to do so. Teachers pointed out the poor working environment and poor government and community support towards teachers as the main factors de-motivating them. Centralized recruitment system practice undermined the ability to implement rational deployment, lack of performance appraisal, lack of maintaining of teachers’ welfare and lack of sponsorship for training and development negatively influencing teachers’ retention in public secondary schools in Morogoro rural district. The research recommends that the Government of the United Republic of Tanzania and education development partners improve the teachers working conditions, including a provision of housing and social welfare services.