This phenomenological case study examined factors such as academic support, administrative support, resource support, and social-emotional support, influencing middle school mathematics and science teacher retention in middle schools with high retention rates in a South Texas public school district as perceived by educators working in the same district as the researcher. Data collection activities included locating site, gaining access and making rapport, purposefully sampling, collecting data, recording information, resolving field issues, and storing data. The researcher utilized five focus group interviews with a total of 16 participants. The study findings suggest middle school mathematics and science teacher retention can be improved with opportunities to enhance academic support, administrative support, resource support, and social-emotional support. The study provides implications for practices school and district administrators can consider in order to retain middle school mathematics and science teachers. [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.]