Teacher retention has been an issue for decades. Education researchers have grappled with this problem and explored how teacher characteristics, school characteristics, and organizational characteristics may predict teachers' decision to stay or leave their school sites. There is significant evidence showing that schools serving a majority of Black and Brown students tend to have a higher rate of teachers leaving their school sites. Thus, it is important to recognize that teacher retention is a key lever to addressing equity issues in education. More recent studies have shown that job satisfaction due to factors related to their work conditions is associated with teachers' decision to continue teaching. In this study, I draw on the stories of teachers who have chosen to stay in order to shed light on their experiences and how these align or do not align with what is presented in the Teachers' Hierarchy of Needs model, a framework that encompasses the various factors of job satisfaction, arranged in tiered system that mirrors the theories presented through Maslow's Hierarchy of Needs. In doing so, I uncover four key levers that greatly impact teachers' retention: positive relationship with students, positive relationship with adults or peers, autonomy, and opportunity for growth. Lastly, this study presents strategic ways school leaders can increase job satisfaction through the prioritization of hiring mission-aligned individuals, developing, and fostering authentic relationships amongst staff members and students, prioritizing teachers' growth and creating the opportunities for teachers to practice their autonomy within their own classroom and within the school community. It will be important to recognize that despite high satisfaction within a school site, there may be other factors that impact teachers' decision to stay that may be beyond the scope of the school site, which may include a desire for growth outside of the field of education. These, then, presents new challenges and new curiosities which need to be explored in future studies. [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.]