Teacher retention is a topic of concern for school districts and building administrators. With the many challenges (too many unrealistic expectations, discipline, lack of support, and low salary, to name a few), teachers are walking away and not looking back. The problem addressed in this study was that veteran teachers are leaving a southern Georgia school district. This is problematic because teacher attrition is costly and has a negative impact on student performance. Veteran teachers provide stability and consistency, which can improve instruction and limit classroom disruptions. The purpose of this qualitative case study was to better understand why veteran teachers in a southern Georgia school district choose to remain in the profession. The study's population consisted of 57 teachers working in southern Georgia. The results from this study indicated there are five main factors that lead to teacher retention. Administrative support was the most important factor leading to retention, followed by work conditions that encourage retention. Teachers also perceived professional development and teacher collaboration as key factors for retention. Based on the findings from the interviews, teachers want meaningful professional development that will improve their skills and opportunities to collaborate with their colleagues uninterrupted. When asked about the impact COVID has had on teacher retention, teachers shared mixed thoughts. Some felt the pandemic made a big difference in retention. Other teachers shared that they didn't see a big impact on retention from the pandemic because they do it for their students. And because their reason for teaching hadn't changed, they would continue to how up daily to pour into students. Teachers also shared the district offered limited incentives to retain teachers. Recommendations for practice included school administrators providing strong and effective teacher support; for teachers to receive relevant professional learning throughout the year; and school administrators need to show teacher appreciation. Future research can be a follow-up mixed methods study and include multiple school districts, and can also expand to focus more on how school administrators can show teachers they are valued and appreciated. [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.]