Administrative support is critical in reducing the teacher turnover rate. Specifically, teachers indicated the need for administrative support, relevant opportunities for professional development, behavioral support, and allocating time for collaboration and planning. In addition, proving administrative support is most consistently associated with teacher decisions to remain in or leave the profession. This qualitative descriptive study explored the perceptions of former teachers who left teaching because they were not provided administrative support during their early years and the role of administrators in providing teacher support. A stratified purposive strategy was used to select 18 participants from a school district in the Southeastern region of the United States who participated in semi-structured interviews. Thematic analysis of the data revealed four themes: (a) communication concerns; (b) classroom behavior support; (c) effective implementation of feedback; and (d) relevant professional development. Recommendations based on the study revealed a need to address teachers' support needs to decrease the teacher turnover rate. Further research should be conducted using multiple school districts, data could be gathered by allowing for various perspectives of support to educators in different education capacities. [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.]