Relative to the theme of this journal edition, "Leadership in a Time of Change," one of the most challenging changes in school leadership recently has been finding qualified teachers to teach in P-12 classrooms. Teacher turnover in P-12 schools has increased significantly (Simon & Johnson, 2015), contributing to the teacher shortage in the United States. This shortage of teachers has necessitated the employment of more teacher candidates from non-traditional teacher certification pathways. Researchers report that teachers from non-traditional certification pathways are more likely to leave teaching than fully prepared teachers. Thus, retention of teachers would help solve the teacher shortage problem. Therefore, it is important to determine what working conditions and support systems in schools will encourage non-traditional certification pathway teachers to stay in the profession. This information is critical to educational leaders trying to maintain a faculty that is well-equipped to utilize best-practice instruction to meet the needs of students. Students also benefit from the stability of relationships with teachers who stay in their teaching positions over time. Qualitative, this grounded study findings indicate that strong, positive relationships that support teachers from all levels of the organization are key to retaining teachers from non-traditional preparation pathways. Initiatives that help to build and maintain strong collective efficacy among teachers can also aid in retaining alternatively certified teachers. This study offers a working, grounded theory of teacher retention and suggests implications for practice and future research.