High teacher turnover disrupts instruction continuity, hinders student learning experiences, and leads to financial and logistical burdens on schools and districts. The problem is teacher retention is a complex, critical issue affecting the education sector's stability and quality. A gap in the existing literature reveals the need for a focused exploration of the unique perspectives of elementary educators on teacher retention. Researchers have often overlooked the distinct challenges faced by elementary teachers. The purpose of this basic qualitative study was to explore elementary educators' perceptions of teacher retention and the support of administrators in a rural school system in Georgia. This study addressed two key research questions that focused on (a) educators' perceptions of teacher retention in the elementary classroom and (b) administrators' support for teacher retention in the elementary classroom. Utilizing the transformational leadership theory as the theoretical framework underscored the need to prioritize guidance, inspiration, and motivation. Fifteen elementary educators in a Georgia school system participated in the study. Purposive sampling was utilized to recruit teachers, paraprofessionals, and administrators to gather relevant data. Data were collected utilizing individual, semi-structured interviews that were audio-recorded, evaluated, and transcribed using NVivo 12 software. Key findings from the study revealed that a safe and positive work environment, effective coaching and mentoring programs, manageable workloads, adequate resources, supportive relationships, and recognition significantly impact teacher 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.]