This study explored rural experienced elementary special education teachers' perceptions of administrative support that could potentially increase retention. Using phenomenological inquiry, I interviewed four experienced elementary special education teachers in the consultant teacher services role from two rural school districts. Specific job demands defined by the participants as most difficult included excessive paperwork, data collection, and lack of time. Job resources perceived as most important in managing these job demands included administrative support and collegial support. Specific methods school administrators could employ to support rural experienced elementary special education teachers are discussed, as well as potential limitations to findings. [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.]