Administrators are responsible for the culture of the school organization, contributing to the success or failure of the institution. Understanding the experiences that administrators have with teacher retention will provide data that can allow both current and future organizations to create an atmosphere more likely to retain its teachers. While many studies survey and question the teachers, little research has been conducted on the experiences of the administrators who are essentially vital in the decision process of the teachers to remain at their current organizations. Interviewing administrators on their experiences with teacher retention within the context of their current, positive school climate provided data that had yet to be largely uncovered. The problem lies in the lack of research conducted in regard to the experiences of administrators with teacher retention though they are responsible for teacher retention. Working with a basic qualitative research method allowed for open interviews that helped to gather data on the experiences of the administrators. Administrators in this study included 7 participants holding an administrative role at a private, elementary school for 5+ years, located in the Northeast region of the United States. The purpose of this study was to explore the experiences of administrators in positive school climates with teacher retention. The research questions asked, how do administrators describe their experiences on teacher retention within the context of a positive school climate? The sub-questions were, what strategies have administrators used for teacher retention, and what strategies have administrators used to maintain a positive school climate? The data were analyzed through thematic analysis via the lens of social cognitive career theory. With an understanding of the theory that indicates reasons for why people stay in their careers, this study was conducted to understand the experiences of administrators with teacher retention. Three main themes emerged from the analysis: alignment, a sense of connectivity and commitment, and opportunity for professional growth. The results indicated that when administrators provide an environment with a mission to which their staff align, a supportive team, and a strong sense of community, teachers are likely to remain in their schools. Administrators can work to create environments that offer such things as support, ease to align, and space for connectivity and comfort thus deepening the desire of teachers to remain in the school. Further studies with shifts in the variables of number of participants, location, and school climates may further enhance the research field. [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.]