This study examines the complex dynamics of teacher retention within Catholic schools, seeking to understand the motivations, factors and alignment of reasons provided by teachers for their decision to stay or leave their positions. Utilizing Sher's Theoretical Framework (1983) as its guiding principle, the study examines the factors that motivate and influence teachers; decisions with the educational settings, encompassing community, compensation, working conditions and autonomy. Through a case study approach, utilizing structured pre-interview questionnaires, Zoom semi structures interviews and Zoom focus groups, this study offers a firsthand account capturing perceptions and lived experiences of teachers in Catholic schools. Emerging for the data analysis was a variety of teacher dissatisfaction concerning compensation and working conditions, as seen in many other studies concerning teacher retention. This research also points out the importance of addressing compensation gaps, the quality of working conditions, and promoting autonomy as a way to increase overall teacher satisfaction and retention in the Catholic school sector. Overall, this study contributes valuable insights to the field of educational research, shedding lights on critical factors influencing teacher retention dynamics with the unique content of Catholic education. [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.]