The goal of this study was to solve the problem of teachers leaving the profession early, which has led to the lack of educators in classrooms across the country, impacting various stakeholders, including students, school districts, and fellow educators. Depending on where the school district is located and the students the schools serve, teacher retention is more of an issue. The purpose of this qualitative narrative study is to understand the storied perceptions of experienced teachers as it relates to administrative supports that target teacher retention in a small, rural school district in a state in the Midwest. The theoretical framework guiding the current study on the teacher retention issue is job embeddedness. Job embeddedness focuses on why employees stay in positions and changes that can be made to improve the school environment and teacher retention rates. Interviews were conducted to help reveal the stories and experiences, which directly impacted their satisfaction with their jobs, of teachers. The participants targeted for the study were experienced teachers of five years or more who are currently employed in school districts with less than 500 students. The four participants were interviewed three separate times, and their answers were recorded for further analysis. Despite the small sample size and the small amount of data collected, themes and tendencies presented themselves on the importance of administrator support and how it impacts teacher retention. To gain more diverse data, future studies should consider other populations to see if administrative support impacts their job satisfaction as well. [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.]