A critical component of school systems that contributes to impactful student outcomes is teacher retention and the support structures designed to improve teacher retention. There has been substantial research into teacher attrition and retention rates in the K-12 public-school sector (Brill & McCartney, 2008; Ingersoll, 2012; Ingersoll & Smith, 2004; Ronfeldt et al., 2013), but little research has been done to examine independent schoolteacher attrition and retention rates on a large scale. While research on public schools reveals a retention rate of 59% for teachers in their first five years of teaching, independent schools could potentially portray a different picture. Excluding money, there are multiple varied support structures that have been identified in public schools that are related to higher retention rates and growth-inducing environments for teachers (Brill & McCartney, 2008). Drawing from the public-school studies on support systems and their connections to retention and attrition, this study investigated the retention rates at independent schools in the Fall 2019-Spring 2020 school year. We then analyzed the relationships between support structures for teachers in independent schools and their retention rates. The findings offer insights into current independent school practices that contribute to teacher retention and identify areas in need of further research. The overall retention rate for all respondents was 90.97% with an attrition rate of 9.03%. When we take into account all schoolteachers who retired, we are able to parse the 9.03% further. Of all the faculty leavers, 18.18% left for retirement, and the rest, 81.82%, left voluntarily or otherwise. Forty-one independent support programs were included in the survey. Utilizing forward stepwise regression analysis, we found that three of the independent variables had a statistically significant impact that could predict retention. These were: average class size, professional development reimbursed specific to content taught, and when administration disagrees with the statement that student misbehavior interferes with faculty ability to teach. [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.]