School administrators utilize varied leadership styles when providing professional support for their teachers. Although no leadership style is perfect, it is clear that administrative support or lack thereof affects teacher retention and attrition (Allen, 2005). Administrative support can be more difficult to provide in an area such as English for speakers of other languages (ESOL or ESL), as the administrator may often lack knowledge in the subject area's best practices. This study investigated the relationship between administrative supportiveness and early-career ESOL teachers' job satisfaction and retention. Additionally, the study examined how beginning ESOL teachers' experiences and perceptions are similar to--or different from--those of early-career teachers (ECTs) of other subject areas. The study focused on ECTs of kindergarten through 12th grade (K-12). The researcher found that early-career ESOL teachers' job satisfaction increased if they perceived their administrators to have been supportive during their first year in the profession. This increase became more notable as the years progressed and was generally more pronounced than that which was experienced by ECTs in other subject areas. [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.]