This qualitative comparative case study explores the teacher retention system practices of rural and small city school districts in New York State that have low entry-level teacher turnover rates. This research problem addresses the need to examine the system practices employed by districts with high rates of teacher retention in supporting and retaining early-career teachers. Despite the abundance of research on teacher attrition and retention, there is a lack of studies specifically focused on rural and small city school districts in New York State and the retention of entry-level teachers. This study aims to fill this gap by conducting a comprehensive analysis of retention practices in these districts, with a specific focus on early-career teacher retention. Using a qualitative approach, this study utilizes interviews with teachers, principals and a director of student services, and superintendents, as well as the review of contracts, mentoring plans, and site-related artifacts from two school districts within each rural and small city setting. The data collected is analyzed through the lens of Herzberg's (1959) Motivation-Hygiene Theory. The research questions aim to identify the teacher retention system practices of these districts, explore common practices between districts, and understand the practices perceived as most relevant to the retention of entry-level teachers. The analysis reveals twenty distinct findings related to teacher retention practices, encompassing six system-wide practices: salary and benefits, culture and climate, relationships with colleagues, relationships with supervisors, mentoring, and professional development. Additionally, three overarching themes emerged: compensation, relationships, and support, which were consistent across all three research questions. These findings challenge the applicability of Herzberg's (1959) Motivation-Hygiene Theory, suggesting that hygiene factors are more crucial to teacher satisfaction and retention than motivators. The study highlights the complexity of employee motivation and emphasizes the need for comprehensive approaches that consider individual needs and priorities. The implications of this research contribute to the understanding of teacher retention practices in rural and small city school districts in New York State. By identifying effective strategies, policymakers and practitioners can develop targeted interventions to improve teacher retention rates and enhance outcomes for teachers and students. Further research is needed to explore the interplay between motivation and hygiene factors in teacher retention and how they can be effectively leveraged to create supportive work environments that promote job satisfaction and longevity. [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.]