Teacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher candidates turn down opportunities to work in their schools. Teachers willing to work in low-performing schools are often lower quality, for example they have temporary teaching certificates or are teaching out of their content area (Baugh, 2021; Darling-Hammond & Post, 2000; Peske & Haycock, 2006). This staffing challenge, combined with vacant positions, has a negative impact on student achievement (Ronfeldt et al., 2013).This study explores the impact of school leadership on teacher retention in an urban school district specifically focusing on high minority, low-performing, underserved schools. This qualitative multi-site case study explored ways that principals in four low-performing, urban schools in Miami-Dade County established and sustained relationships with novice and experienced teachers as they managed their day-to-day activities. The research was guided by the research question: How do school principals develop and sustain trusting relationships with teachers at low-performing schools and how do these relationships impact teacher retention? Data was collected through principal interviews, focus groups with novice and experienced teachers, and document reviews. Case data was analyzed individually and through a cross-case analysis. The data revealed that from the teachers' perspective, principals have an impact on teacher retention at low-performing, underserved urban schools. The first finding is that organization of tasks and fidelity to the process allowed daily time for principals to be with teachers. The second finding is open communication helps develop and maintain principal-teacher relationships. The third finding is that administrative support helped teachers feel valued, however the reason for appreciating that support differed for novice and experienced teachers. Experienced teachers felt supported with regards to professional growth, while novice teachers felt supported with their immediate needs and problems being addressed with their administrators. The final finding is that a principal does have an influence on a teacher's decision to stay working at a low-performing school. This study contributes to the literature on principal development as it pertains to relationship building with teachers in their schools and the impact of developing trusting relationships between principals and teachers on teacher retention. The study also reinforces the importance of principals leading low-performing, high minority urban schools to be intentional about building relationships with their teachers. This study contributes to leadership preparation and professional development programs for school principals that are focused on relationship building with teachers, specifically in low-performing, underserved schools. [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.]