This qualitative, phenomenological study sought to deepen the understanding of teacher perceptions of retention issues at international schools in the Gulf Cooperation Council countries by examining the experiences and perceptions of teachers. The individual and collective perceptions of a school's abilities to retain teachers will be influenced by each teacher's experiences and interactions with the school they work for. The study focused on the value of understanding teacher perceptions of what schools positively do to retain teachers and what they do negatively to affect a teacher's retention. Data were collected through a survey, semi-structured interviews, and a focus group of teachers from nine international schools in all 6 GCC countries. The most important aspects of a school affecting retention rates were related to positive administrative support for teachers, incentives for acquiring and keeping teachers, school culture effects towards teachers in and outside of school, a school having a lack of strong cultural identity on different levels, and regional expectations against the expectations of the teachers being hired. Data analysis reveals that positive and prepared administrators have the most effect on school culture, which ultimately dictates positive or negative retention rates at international schools in the GCC. [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.]