Teacher retention continues to be a challenge across the United States. This study investigated the practices and perception of elementary school principals in Virginia on new teacher retention. In this qualitative study, a sample of elementary school principals from around the state of Virginia participated in focus groups and individual interviews in order for the researcher to learn what principals were doing to support new teachers, develop them, and encourage them to stay, as well as what new teacher supports they identified as most effective. Thirteen principals participated in focus groups and six participated in individual follow-up interviews. Artifacts related to new teacher induction were collected from the interviewees. Principals in this study identified school-based supports as most effective when retaining new teachers. They also identified relationships as the most effective support, to include the relationships between teaching staff, between the administrator and the new teacher, and within the school as a whole. Implications of this study include changes to new teacher induction programs, the use of interview questions that get to the emotional core of an applicant, more explicit mentor requirements and training, and new teacher programs that are school-based, rather than division-based. Future research should explore new teacher perceptions of the supports schools provide to them, how principals are prepared to support new teachers, and how teacher preparation programs are changing to meet the changing expectations in the classroom. [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.]