Early career teachers are leaving the profession at high rates, causing teacher shortages, reducing student achievement, and creating a negative school culture that undermines academic success (Darling-Hammond & Podolsky, 2017). Addressing this problem is imperative to improving student outcomes and fostering a positive school environment. Thus, this dissertation explored strategies for retaining early career teachers with the goal of enhancing student achievement and cultivating a supportive school culture. The research question guiding this study was: What factors contribute to the retention of early career teachers in a rural east Texas county? I utilized a multiple case study approach to delve deeply into the factors influencing the retention decisions of early career teachers (ECTs) in multiple districts in one rural east Texas county. I utilized a multiple case study design with embedded units to comprehensively explore the research question by examining diverse data sources. I selected six participants, one at each school within three districts, to provide rich insights into the experiences, challenges, and support systems encountered by ECTs. Using Herzberg's motivation-hygiene theory (1959) I uncovered factors impacting the retention of ECTs. The findings of this study underscored the critical importance of addressing hygiene factors to improve the retention of early career teachers. Administrative support is key to enhancing job satisfaction and limiting dissatisfaction among ECTs. Additional hygiene factors such as recognition and positive reinforcement from both administration and colleagues play a pivotal role in fostering teacher retention. Furthermore, establishing a healthy work-life balance during the formative years of teaching emerges as a universal concern among ECTs. This research targeted four groups: superintendents, principals, campus leadership teams, and the districts' school board to improve ECT retention rates with four implications: (a) work to improve working conditions for teachers, (b) a teacher support system that prioritizes a work-life balance, (c) the creation of teacher recognition initiatives, and (d) a deeper understanding of what support looks like. [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.]