Research has consistently shown that the quality of teachers working with students has a greater impact on academic achievement than any other school-related factor. However, close to a third of new teachers continue to leave the profession within their first 5 years of employment. In particular, hard-to-staff rural schools have struggled to attract and retain promising educators. While many factors appear to influence these troubling rates of retention, experts have consistently identified administrative support in rural schools to be of unique importance. Yet, a lack of clarity continues to surround the specific leadership behaviors that new teachers interpret as supportive. This qualitative study collected data from three focus groups, composed, separately, of superintendents, principals, and teachers, in a program for aspiring administrators. By analyzing the themes that emerged, the study found that rural schools have to try much harder and in more active ways to retain new teachers because of the constraints existing within rural education. The study also found that rural school support for new teachers needs to be a collective responsibility to positively impact the retention of new teachers. Finally, the study found that the structural supports, affirmation, and encouragement offered by their organizations help to heighten the retention of new teachers. The findings provided for the basis of specific recommendations for rural school principals and superintendents, confirming that rural school leaders can, indeed, leverage leadership behaviors to better retain talented teachers.