The purpose of this qualitative study using a phenomenological approach was to identify and examine factors influencing the retention rate of special education teachers in rural and urban schools in middle Georgia. Provided in this study are factors that are related to retention in special education teachers. Semistructured interviews were used to generate data. Moustakas's (1994) modified van Kaam methodology assisted to analyze the data. Four themes evolved from the data that was collected. Theme 1 addresses the importance of administrative support. Theme 2 deals on the impact of bonus certification and monetary compensation. Theme 3 focuses on job satisfaction as it relates to retention in special education teachers. Theme 4 documents the effect of excessive paperwork of special education teachers. Conclusions drawn from the study's findings indicate that administrative support is very important in the retention of special education teachers. Educational leaders should establish specific organizational protocols and policies. The study identified that training resulting in consistent personal e-mail writing practices can add value to organizational communications and maximize e-mail effectiveness. With administrative support being a key element in retention of special education teachers, administrator leaders should support the special education field and special education teachers' efficiency. Educational leaders are the key decision makers who are charged to implement strategies that will increase the retention of special education teachers and support them as they work collectively toward student achievement. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]