Lacking a union and having a lower salary rating than most of the nation's states, North Carolina has had an increased number of teacher vacancies over the past decade. The problem addressed by this study was the lack of retention of qualified K-6 teachers across the state of North Carolina. The purpose of this qualitative narrative inquiry study was to explore perceptions and experiences that lead qualified K-6 teachers to stay in the profession. This study's theoretical framework was based on Maslow's hierarchy of needs. Ten certified K-6 teachers who currently work for public and charter schools were interviewed via Zoom following a set of semistructured interview questions. Nine of the ten participants also volunteered for a focus group. The thematic analysis of the interview and focus group data were used to unveil the teachers' perceptions and experiences that led to longevity in the field. The findings include their teacher identity, a sense of belonging, and human connection as some of the top reasons teachers chose to stay within the profession for 5 or more years. Implications drawn from the findings include support required from school administrators, as well as proper planning, preparation, and practice that must be in place for increased success and satisfaction within this profession. This research can assist current school administrators and teachers in their efforts to improve school culture, increase teacher morale, improve teacher identity, and ultimately help retain qualified K-6 teachers within any state. [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.]