The purpose of this study was to examine if a relationship existed between principals' transformational leadership style and teacher retention examined by gender, ethnicity, and accountability ratings among principals in Southeast Texas. A review of the literature indicated that transformational leadership traits have been advocated for school leadership. Participants in this study were 50 Pre-Kindergarten-12th grade principals in Educational Service Center 5 located in Southeast Texas. A 20-item Multifactor Leadership Questionnaire (MLQ) was used. Study findings revealed no significance between principal transformational leadership traits and teacher retention. Data analysis indicated no significance in transformational leadership based on gender, ethnicity, and accountability rating. The principal's responses to open-ended questions yielded insightful information of teacher expectations for principal leadership. Principals perceived teachers needing support of the building principals as a key to teacher retention. Enforcing discipline was another area in which principals responded overwhelmingly as a concern for many teachers. Principals indicated that they received no or very little training or staff development in the area of 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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]