Teachers across the nation are leaving the profession at alarming rates. Teachers in specialized areas such as special education are leaving at higher rates than their peers in other certifications. School districts are constantly recruiting, hiring, and training new teachers which reduces the effectiveness of teaching and learning in the classroom. The continual need to find teachers to fill classrooms does not allow administrators at the district and campus level to examine the reason teachers are leaving at such high rates. Instead, the focus needs to be on what measures are effective in keeping teachers in the classroom. The current study sought to gain insight on the effectiveness of supports provided by district special education staff and campus administration in a North Texas school district. The current study was guided by four research questions and used a phenomenological approach. The current study used an in-depth interview to examine the perceptions of teachers completing their first year in special education on the effectiveness of the supports which they were provided. Findings from the current study acknowledge the importance of campus administrator support, mentoring, effective professional development, clarity in expectations, and a culture emphasizing relationships. [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.]