Students with emotional/behavioral disorders (EBD) can present intensive needs, requiring the intervention and instruction of well-trained and qualified teachers who work with them in the classroom. However, schools face serious shortages in the field of special education, particularly for staff who work with this population of children (McLeskey, Tyler, & Flippin, 2003; "Study of Personnel Needs in Special Education," 2000; Texas Center for Educational Research, 2006). School personnel not only must focus their efforts on the recruitment of special educators but must work to keep the individuals who are credentialed and performing well in the field. When factors can be identified that are associated with intent to stay in or leave the field, it is important to consider strengthening those positive factors and working to minimize or eliminate the negative factors. Support from principals of teachers has been cited as one of the most important factors for both general and special educators' retention (Correa & Wagner, 2011; Darling-Hammond, 2003). Special education teachers having 1 to 5 years experience in the classroom have been found to be the most vulnerable for attrition (Albrecht et al., 2009; Billingsley, 2005; Van Acker, 2009). This article provides an overview of the role supervisors (i.e., principals, special education supervisors, director of special education) can play in retaining qualified teachers of students with EBD.