The purpose of this qualitative descriptive study was to understand how former public-school elementary teachers in the United States who voluntarily left within the first seven years of their employment, describe how administrators' support and number of professional responsibilities influenced their decision to leave. Maslow's hierarchy of needs and Bandura's self-efficacy theory guided the study. The sample is comprised of 22 former public-school elementary teachers who left the profession. Research Question #1 was: How do former public-school elementary teachers, who voluntarily left within the first seven years of their employment, describe the influence of administrators' support on their decision to leave their public-school elementary teaching positions? Research Question #2 was: How do former public-school elementary teachers, who voluntarily left within the first seven years of their employment, describe the influence of the number of professional responsibilities on their decision to leave their public-school elementary teaching positions? Data sources included semi-structured interviews and two focus groups. Thematic data analysis broke down the data into five themes, two themes related to Research Question #1 and three themes related to Research Question #2. The results of the study showed that administrative support and the number of professional responsibilities did influence the decision for newer teachers to leave. A valid conclusion of the research could be that administrative support and the number of professional responsibilities influenced the decision for newer teachers to leave. [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.]