The purpose of this qualitative descriptive study was to explore how elementary and secondary teachers with fewer than three years of experience describe how administrative support and professional development influences their decision to remain in the teaching profession at elementary and secondary schools in a Texas school district. There were two research questions: 1) how do elementary and secondary teachers with fewer than three years of teaching experience describe how administrative support influences their decision to remain in the teaching profession?; 2) how do elementary and secondary teachers with fewer than three years of teaching experience describe how professional development influences their decision to remain in the teaching profession? The Herzberg's two-factor theory of motivation served as the theoretical foundation. Convenience sampling resulted in 18 participants. Data collection was comprised of one focus group, semi-structured interviews, demographic questionnaire. An inductive thematic analysis resulted in seven themes: teachers want administrators who focus on recognizing teacher accomplishments; teachers want administrators who make personal connections; teacher need administrators to engage challenging parents; teachers need administrators who provide feedback and actionable steps; teachers need administrators who model respect, camaraderie, and trust; professional development needs to be tailored to teachers needs; and professional development is needed to continue teacher development. The implications for this study suggested customization of administrative interactions and professional development sessions to increase teacher retention. [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.]