The purpose of this applied dissertation was to gain an in-depth understanding of the factors that lead to retention of exceptional student education (ESE) teachers and what role leaders play at the school level in influencing quality teachers to remain in the field of education. The attrition rate of ESE teachers nationwide grows as school officials attempt to fill vacant ESE instructional positions. The site school, which was located in a school district in Florida, was no exception. Specifically, the project explored factors related to the attrition rate of ESE teachers in general as well as specifically at the site school. It explored effective retention programs and detailed the design of a long-term support-retention program that was implemented at the site school to retain ESE teachers. The researcher selected action research to carry out the project. Qualitative action research allowed the researcher to discover patterns that have led to the high level of teacher attrition at the site school as well as other schools. The analysis took on a logico-inductive process. The evaluation of the retention program revealed that the training and supportive services were beneficial. Participants also recommended that the retention program be implemented at the beginning of each school year.