The establishment of Title 1 schools in America was to provide additional financial support for schools predominately serving children from low-income communities. However, Title 1 schools often encounter teacher attrition, leading to unpredictable workloads for remaining teachers. The purpose of this qualitative descriptive case study was to examine Title 1 elementary school teachers' perceived influences from their experiences that lead to retention. The research problem is that it is not known how Title 1 elementary school teachers perceive their experiences to influences retention decision. Achieved documents, individual teacher interviews, and focus group discussion were triangulated to support the studies research questions; how do Title 1 elementary school teachers perceive their experiences to influence retention decision; how do teachers experiences fulfill their existence, relatedness, and growth satisfaction in Title 1 elementary schools; how do teachers prioritize their core needs of satisfaction to influence their retention decision? The evidence found through the research question were associated with Alderfer's Existence, Relatedness, and Growth motivational theory, concluding that relatedness is the most significant motivational factor to Title 1 elementary school teachers. Retention decisions are influenced by the relationships developed within the school community with peers, students and above all the leadership. Establishing solid relationships can increase the likelihood of 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.]