Building principals are more than the face of the school. School administrators spend their time guiding teachers and students, collaborating with parents, establishing a responsive culture, and navigating accountability measures brought about by legislative policies enacted to provide equity to all students and ensure they are competitive in the global market. Over the past two decades, literature has begun to focus on the nationwide principal shortage in public education. With the growing emphasis on student outcomes and the complex social issues facing schools, principals are exiting the profession at a rapid pace, with the average shelf-life of new building leaders falling short of five years. Research suggests educational organizations focus on the retention of high-quality principals to ensure schools are able to meet the increasing demands of society. Using the qualitative methods of narrative arts-based inquiry, this study explores stories told by six Midwestern metropolitan principals with the hopes of illuminating what motivates them to remain in the principalship and how supported they feel in their leadership roles. Participants captured photographs representing their lived experiences and engage in journaling and interviews to develop rich context surrounding the image. Findings provide insight to educational organizations and post-secondary institutions on best practices and strategies for retaining and supporting building level leaders in the principal position. [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.]