The stability of principals remaining year after year at the same school has been identified as impactful on school improvement (Bartanen et al., 2019; Donley et al., 2020). A review of literature recognized the opportunity to identify and describe experiences and factors that influence positive attitude of job satisfaction and job stability among principals has been overlooked (Gale & Bishop, 214). Herzberg's motivation-hygiene theory (1959) was used as the theoretical framework for this qualitative phenomenological research study to identify and describe the experiences and factors of middle grades public school principals that influence positive attitude of job satisfaction and job stability. The following research questions were utilized to identify and describe the lived experience of middle grades public school principals' who have demonstrated stability in the position for five or more years at the same school: (1) What are the experiences of middle grades public school principals who remain in the role for five years or more at the same school? (2) What factors have influenced the decision of middle grades public school principals to remain in the role for five years or more at the same school? Themes emerged from the data that answered the research questions. Research findings suggested when principals participate in professional development, maintain positive working relationships with stakeholders, have support from supervisors, and have decision-making authority in their school they feel a positive attitude of job satisfaction and exhibit stability in the position. [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.]