Although reasons for job satisfaction among permanent teachers are well known, timely studies to explore lack of job satisfaction among substitute teachers have been lacking. The purpose of this qualitative, multiple-case study was to explore job satisfaction among substitute teachers in K-12 public schools in the United States. The theoretical framework was the social cognitive theory. An opt-in sample of 53 substitute teachers was recruited from a dedicated Facebook page to complete an open-ended questionnaire asking about perceptions of job satisfaction. Issues explored included job satisfaction and reasons substitute teachers chose either to either stay employed or to seek out new employment opportunities. The data were categorized according to patterns and themes. Factors increasing job satisfaction included (a) hugs, respect, and appreciation from the students; (b) successful handling of behavior problems; (c) watching the students learn; (d) having the same students repeatedly; and (e) appreciation from other faculty members and from parents. Factors decreasing job satisfaction included (a) negative attitudes of other teachers, (b) teaching grade levels where the substitutes perceived themselves to be less effective, (c) lack of training, (d) lack of adequate lesson plans and supplies, and (e) lack of interaction with administrators. To increase job satisfaction, participants recommended (a) showing genuine love and support for students, (b) enforcing behavioral requirements, (c) preparing for classes well, (d) being flexible, (e) developing good rapport with staff members, (f) finding the right school at which to teach, and (g) obtaining professional development and training. Participants indicated that in achieving job satisfaction, relationships were primary. The most valued were the relationships with the students, but teachers also valued respect and recognition from other faculty members and from administrators. The most important action that school districts can take in fostering these relationships is to provide stable, long-term venues for substitute teachers to the greatest extent possible. Participants also valued being placed in schools where the grade level and school location were compatible with the needs of the teachers. Training in classroom management, technical skills, and security procedures was thought to be important for communicating respect and increasing the likelihood of 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.]