Research has shown that teachers leave the profession due to a lack of motivation from their leaders. The failure of school leaders to motivate teachers is a critical issue in the field of education because a significant proportion of schools have problems retaining their employees, resulting in teacher turnover. A qualitative, single-subject case study explored K-12 teachers' description of how they perceived school leaders as having motivated them, and their perception and interpretation of how these motivational ways have influenced their desire to remain in the teaching profession. The study's findings supported Herzberg's two-factor theory of motivating employees. The research question for this study was, how do K-12 teachers interpret the experience of being motivated and supported by school leaders, and the influence these ways of motivating and supporting teachers had on their decision to remain in teaching? Results of the study indicated that teachers are motivated to remain in the profession when they receive motivation and support from school leaders. The identified themes were frequent contact with leaders, supportive relationships, positive communication with leaders, and supportive professional development by leaders. These findings have significant implications for school leadership programs since themes are related to factors that leaders should possess to motivate and ultimately support the retention of teachers. The findings can be used by policymakers to develop policies that require leaders to motivate and support teachers. In addition, the findings can be used to guide effective strategies that school leaders can use to motivate teachers. [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.]