This case study employed a qualitative approach utilizing narrative inquiry to explore the perceptions of teachers regarding leadership best practices that contribute to teacher retention and organizational capacity. The primary objective of the study was to identify administrative practices aimed at fostering teacher retention and enhancing organizational capacity. Data collection involved conducting individual interviews using a question protocol matrix, and the collected data was analyzed by video recording the interviews and manually transcribing them. Thematic analysis was conducted on the interviews and notes to identify emerging themes. The situational leadership theory served as the guiding conceptual framework for this study. The findings of this research unveiled specific leadership practices that directly impacted teacher retention and organizational capacity. The study also highlighted the influential role of school administrators in teachers' decisions to either remain in or leave their positions. Notably, the research revealed that administrators often overlooked the impact they had on teacher job satisfaction, which in turn had a direct correlation with teacher retention rates (Boyd et al., 2011). [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.]