Principal retention is essential for maintaining school stability, fostering positive cultures, and improving student achievement. This qualitative phenomenological study examines the factors influencing principals in Texas public schools to remain in their roles for more than three years and explores the consequences of principal turnover. Ten current principals participated in semi-structured interviews, providing insights into their experiences and perspectives on retention and turnover. The study identified five key factors that contribute to principal retention: supportive school culture, autonomy in decision-making, professional development opportunities, strong community relationships, and job satisfaction. Conversely, principal turnover results in negative consequences such as disruptions in school culture, loss of trust, decreased student achievement, and increased stress and workload for remaining staff. These findings are grounded in social cognitive theory, which highlights the importance of self-efficacy and environmental support in decision-making. The study offers practical implications for educational leaders and policymakers, emphasizing the need to create supportive environments that encourage autonomy, provide opportunities for professional growth, and foster strong community engagement. It also highlights the importance of succession planning to minimize the negative impacts of turnover. This research extends the existing literature by providing a deeper understanding of the specific factors that influence principal retention. [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.]