The purpose of this qualitative, phenomenological study was to gain insight into the factors that influence male elementary teachers' decisions to remain in the classroom. Eight current male elementary classroom teachers with at least 5 years of experience were interviewed regarding their lived experiences as male elementary school teachers. The research problem addressed in this study was the high percentage of teacher attrition, the low percentage of male elementary classroom teachers, and the need to identify factors that influence the retention of current male elementary classroom teachers. The study was significant as it identified factors influencing the retention of male elementary teachers as well as challenges the participants faced as a minority population in elementary schools. Data from this research study also contributed to existing research by examining the impact of mentoring on teacher retention and participants' recommendations for ways to recruit and retain more males as elementary classroom 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.]