Teacher retention is an important factor to the school context. It governs the success of students and school organizational health. Without a healthy and committed teacher population, schools begin failing to serve the very people they aim to help. School districts and research have identified several factors that aid in teacher retention. These include administrator support, collegial relationships, mentorships, sufficient pay, and recognition are just a few. The purpose of this study was to investigate a growing trend of school-university partnerships in Missouri wherein teachers receive a free Master's degree through their school district. A mixed-methods approach utilized surveys and an open-response questionnaire to uncover teacher perceptions and attitudes related to their retention alongside those of administrators. Participants' perceptions were analyzed using a t-test and found that no significant relationship existed between the free Master's degree and teacher's retention factors or administrator management strategies. Participant experiences and attitudes uncovered 64 themes based on the questions presented in the open-response questionnaire. All themes were aligned with the original frameworks that structured the study. The data and discussion of the findings from this study would benefit district leaders as they strive to improve teacher quality and retention. [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.]