This study explored strategies and practices that seek to increase the retention of provisional special education teachers (PSETs). Urban school divisions have challenges with hiring and/or retaining high-quality special education teachers (SETs). The cyclical practice of hiring and losing PSETs creates an equity imbalance as marginalized school populations receive instruction from a revolving door of ineffective SETs. The rationale for this research was to identify the incentives and supports that the urban school division could consider as options to attract and retain PSETs. The job embeddedness theory (JET) postulates the influence of fit, links, and sacrifices as factors that influence PSETs' decision to remain teaching. The questions guiding the research regarding the PSETs' retention follow. What are the PSETs' perceptions of the practices implemented to support PSETs to assist with job tasks? What practices can the school division implement to support the retention of PSETs? [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.]