Rural, Southern Indiana schools continue to experience staffing shortages affected by the decreasing enrollment trend of students to teacher preparatory programs and increase in teacher attrition, and mobility. The problem is increased teacher attrition, turnover, and mobility within rural schools in Southern Indiana, and is essential because classrooms are being left void of quality teachers. The purpose of the qualitative case study was to learn about the reasons why rural teachers in Southern Indiana chose to return to their district setting despite the increase in teacher attrition, turnover, and mobility. There is a gap in the literature representing the perspective of the teachers who continue to choose to stay. Dimensions of the leader-member exchange theory and person-environment fit theory were used as theoretical frameworks to frame the study. The guiding research questions were used to produce data on the motives and factors influencing Southern Indiana rural teachers who chose to stay in their district setting. Participants in the study included 15 teachers matching the selection criteria of returning to their job for one or more years. Semi-structured interviews were the primary data source. Data were uploaded into MAXQDA to complete a thematic analysis. Findings revealed teachers who stay are motivated by a feeling of fulfillment rooted in knowing they are helping others grow. Teachers who stay are influenced by their professional relationships. School administrators may benefit from conducting stay interviews to better measure the professional wellness of their team and understand factors possibly increasing the desire to stay. [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.]