This qualitative study examines elementary educators' perceptions of their school principals' impact on school culture and elementary educator retention. A constructivist grounded-theory approach was used to interview 10 volunteers from a purposive sample of elementary educators from Midwest school districts. Participants were asked to describe their elementary principals' attributes, and skills identified as attributes that support school culture and educator retention. The six attributes: setting a standard, transparency, understanding, follow through, visibility, and continuous improvement, which were focused on participants' accounts characterizing their perceptions and experiences relevant to school culture and educator retention, emerged from data analysis. The five conditional categories support the six attributes and are recommended considerations for principals to establish a school culture that supports educator retention in their elementary school: communication, consistency, perception, positivity, and respect. The five conditional categories are utilized to describe relationships within the six identified attributes. Key recommendations put forward by this study are that elementary principals must intentionally prioritize deep and meaningful relationships through understanding and support with educators when explaining the attribute setting a standard and assessing educator needs. The systematic attributes and conditional categories must be implemented with fidelity, specifically the principal genuinely believes and understands the influence the combination of attributes and categories have together. The final recommendation is for the principal to commit to consistently being visible in multiple school environments. [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.]