This quantitative non-experimental correlational study aimed to understand why secondary principals leave their position. Principal exiting culture is detrimental to schools and students. If specific factors that impact principal retention can be brought to light, policies, and procedures can be implemented to help combat the exiting culture. Research questions one and two analyzed transformational and transactional leadership theories to determine if a correlation exists between choice of leadership theory and exiting mindset. The third research question examined principal, school, and climate factors to determine if specific factors correlate to the exiting mindset. The literature review examined factors that could lead to principal departure, including transformational leadership theory, transactional leadership theory, principal factors, school factors, and climate factors. Upon permission, anonymous surveys were completed and analyzed. A correlational statistical test was run between each factor and the principal's exiting mindset. The study mentions several points requiring further research; however, the data findings suggest that the climate factor of discipline is the only factor to play a significant role in principal departure. The primary objective of this study was to foster discourse and formulate policies pertaining to discipline with a view to enhancing the school atmosphere and bolstering the longevity of administrators. [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.]