Retention of secondary math teachers is a critical issue in the field of K-12 education. This dissertation investigates the internal influences, external influences, and motivators that retain secondary math teachers in the classroom. This study is framed around Bronfenbrenner's Socieoecological Framework, which guided the research questions and interview questions. This study implemented a qualitative methodology using semi-structured interviews of secondary math teachers in Delaware County as the primary data collection method. This study addresses a gap in the research on secondary math teachers and their retention. Prior research has identified that mathematical knowledge for teaching requires complex mathematical understanding, including the skills and fluency to assist others in learning math (Thames & Ball, 2010). Ronfeldt (2013) expresses the need to retain secondary math teachers as a critical component of building capacity within the school and district. The data was synthesized using Braun and Clarke's Six Steps to Thematic Analysis. Some of the themes that emerged from the data include relationships, administration, students, background experience. [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.]