Stronger administrative support for teachers has consistently been shown to increase teacher retention (Holmes et al., 2019). Nationally, researchers have explored the connection between administrative support and teacher retention, however, administrative support is not clearly defined (Billingsley & Bettini, 2019; Podolsky et al., 2019; Quinones, 2021). The intent of this qualitative study is to identify how Wyoming teachers define superintendent support within their small rural districts and how those teachers perceive effective support. This study is intended to allow rural superintendents and policymakers to better understand the ways Wyoming teachers define and perceive superintendent support. Interviews were conducted with active Wyoming teachers, and their responses were used to identify perceptions of superintendent support. [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.]