This study explored teacher shortages throughout the United States, and how principals and the strategies that they utilize impact teacher retention. Further, our study investigated whether teachers are more likely to leave the profession when building principals fail to meet their professional needs. Our study explored the relationship between principal support and teacher retention, and how the efforts of principals impact teacher retention rates. Additionally, our study explored whether principal actions to increase teacher retention rates in their buildings are connected to researched best practices in the realm of teacher retention. Chapter one of our study includes an explanation of the rationale in regards to our chosen problem of investigation, defense of the claims that our team is presenting, the guiding questions our study will aim to answer, an explanation of the importance of our study to educators and education leaders, the process in which our group will investigate the problem, and an explanation of key terms provided throughout our study. Our study engaged a range of public-school building principals within the St. Louis metropolitan area in the state of Missouri, to identify successful actions taken by leaders that have led to positive results. By conducting this study, we hope to provide insights and recommendations to educators and education leaders on how to improve teacher retention rates and alleviate the stressors associated with the teaching profession. [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.]