Studies have consistently shown that teacher retention is affected by elements such as school climate, student discipline, student achievement, working conditions, school leadership, and collegial relationships (Berg, 2020; Cameron, 2007; Dahlkamp, Peters, Schumacher, 2017, Davis, 2019). However, there is not significant data that is specific to elementary Catholic schools. Thus, it is unknown whether these concepts have the same effect on teacher retention in elementary Catholic schools as they do in public schools. A qualitative phenomenological research design was used to explore teachers' lived experiences and develop an understanding of principals' attitudes, perceptions, and beliefs regarding teacher retention at their school to discover what factors impact teacher retention and teacher turnover in four elementary Catholic schools and what effect teacher retention and teacher turnover have on these schools. Findings show that collegial support, administrative support, school climate, and culture all have a positive impact on teacher retention at these four schools. Some working conditions were identified as poor, but they did not have a negative impact on teacher retention, nor does student discipline. The data collected provides evidence that teacher retention impacts student achievement but does not show that achievement affects teacher retention. Additional research is needed in order to determine why poor working conditions do not cause teachers to leave their schools. Additionally, it would benefit these schools to learn what affect student achievement has on teacher retention. Additional research is recommended to acquire these findings. [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.]