The problem addressed in this qualitative study is the rise in teacher job dissatisfaction and low rates of retention, which has resulted in a significant increase in teacher vacancies in school districts across the United States. The purpose of this study was to describe and understand the lived experiences of early-career secondary teachers with organizational constraints and supports as related to job satisfaction. This study's guiding theoretical framework was the Job Demands-Resources Theory. Using a phenomenological approach, 13 early-career secondary teachers in northeast Tennessee were interviewed individually. A deductive and inductive analysis of data answered the research questions of the study and produced the following four themes: lack of administrative communication and support, an increased workload due to lack of materials and scheduling, colleagues as mentors and support system, and guidance and support through a prescribed curriculum. These results have implications for school administrators because if it is understood which constraints and supports most affect early-career secondary teachers' job satisfaction then shifts can be made in organizational practice to improve job satisfaction and teacher 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.]