The problem addressed in this study was the demand to increase the national teacher supply to meet the needs of schools in specific geographical locations and schools with unfilled vacancies. This qualitative phenomenological study focused on identifying novice teachers' perception of the success factors that lead to retention in a school. The hierarchy of needs theory provided a framework for this study to understand novice teachers' daily lived experiences and the phenomenon, novice teacher retention. Data were collected through individual semi-structured interviews and one focus group session with four participants based on two research questions. The population interviewed for the study were novice teachers employed in a charter school in New York City. Data analysis was completed using the transcriptions of the interviews. The transcriptions were coded and then examined to develop themes. Data saturation was accomplished with the four participants. Data triangulation revealed the similarities and connections from the four participants' responses in the two interviews. The findings indicated that novice teachers remain in their schools and furthermore in the teaching profession because of the consistent structured support in place and provided by their school building leaders. Future research should focus on examining ongoing support structures after novice teachers' probationary years to increase professional growth and retention. [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.]