Retention in kindergarten involves holding students back from advancing to the next grade level due to unresolved learning gaps. This practice has been the subject of continuous research as educational experts seek to balance the potential developmental risks of prolonging kindergarten by providing students an additional year to fill their academic gaps and the academic benefits of ensuring students are prepared fully for future grades. This narrative study explored six kindergarten teachers' knowledge about retention, its effectiveness, and the primary sources of information guiding their decisions about retention. They all had either retained students in kindergarten or recommended it. The teachers were employed by the same school district and were selected based on principals' recommendations and their viewpoints on retention. Participants completed an online semistructured interview where they shared their stories, and a follow-up interview ensured the authenticity of the findings. Data analysis included in vivo coding to uncover themes and patterns among the six teachers' stories and sensemaking was used to make sense of participants' stories. Results indicated teachers formed their opinions on retention early on with guidance from senior grade-level colleagues. Teachers' knowledge about retention effectiveness was limited and often based on the assumption that repeating kindergarten could benefit all low-performing students academically. Results of this study aim to inform changes in educational policy and provide recommendations for teachers, administrators, and parents. Limitations and directions for further research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]