Researchers have long studied teacher burnout and understanding how to prevent it to help teachers avoid the same pitfalls. This study looked specifically at what has helped retain teachers despite teaching through the COVID-19 global pandemic. The study explored the difficulties teachers endured while teaching through the COVID-19 pandemic and what helped motivate them to continue teaching despite those considerable challenges. The data that were derived from this study were in the form of semistructured, one-on-one interviews. The participants interviewed were teachers who had taught a minimum of 5 years and who were also teaching at the time of the study. This basic qualitative study looked to understand what helped teachers stay motivated to teach amid the pandemic through the use of the socio-cognitive theory. The findings showed the importance of teachers' motivation to overcome challenges that presented themselves throughout the COVID-19 global pandemic. Recommendations are provided for educational leaders (e.g., principals, lead teachers) to acknowledge educators' experiences in different grade levels and types of classrooms. [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.]