One of the greatest contributors to a student's success in K-12 education is the effectiveness of their teachers and, consequently, teacher retention. Unfortunately, teacher turnover rates have increased substantially since 2015, with the majority of teachers leaving for reasons that do not include retirement. Teachers who are more satisfied with their jobs, however, are more likely to stay in the profession. Therefore, this qualitative study aimed to understand the experiences of teachers at community schools that implement a framework created to address barriers faced by students and families. Through semistructured interviews, participants shared their experiences with the implementation of the community schools framework at their school sites and their views on the impact, if any, of the framework on teachers' job satisfaction and their intentions to remain in the profession. The sample consisted of 8 teachers, 3 school administrators, and 3 site coordinators who work or had worked at community schools in the same county in southern California. Two of the four pillars of the framework had the strongest evidence of implementation: (a) integrated student supports and (b) collaborative leadership and practice. According to teachers, the framework has enabled schools to offer increased supports for students and families; however, teachers did not explicitly acknowledge that implementing the framework has had a direct impact on their job or on factors that increase their job satisfaction. They identified other factors, both in their personal lives and in their school environment, that have had a greater impact on their job satisfaction. The following recommendations are offered: embedding a structured advisory period, enacting a livable base salary for teachers, instituting an alternative bell schedule, and providing teachers with targeted professional development and opportunities for collaboration. Conferences as well as support from state and regional technical assistance centers are also necessary to help school communities understand the community schools framework and to build their capacity for supporting students, staff, and families. [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.]