A successful early childhood program that is a nurturing place for children must also be a good place for staff to work. Too often it is not, and employees leave. Coping with staff turnover in early childhood programs is a constant struggle, not only for administrators but also for children and their families and the staff who remain behind. Both administrators and teachers, by examining the climate of their organizations, can effectively strategies to improve staff retention. While issues of compensation, professional development, and staff working conditions are all critical components of the struggle to retain staff and increase the quality of early childhood programs, this article focuses on program climate, which is less dependent on external factors and more easily addressed by all staff. To address this issue, the authors asked administrators at 15 high-quality early childhood programs in Wisconsin to share their strategies for staff retention. Their answers in four key areas were categorized as follows: (1) Do staff feel a sense of professional commitment? (2) What does the center do to enhance team building? (3) Do teachers, administrators, and families communicate? and (4) Do administrators and staff show appreciation for one another? It was found that creating a good organizational climate involves establishing and maintaining satisfying relationships among coworkers and with families, providing opportunities through which individuals contribute to the program, incorporating appreciation and respect, and building feelings of accomplishment, such as making a difference in the lives of children and families. While these aspects of an early childhood program do not supplant the need for appropriate compensation and adequate work conditions, they do promote job satisfaction, which is crucial to staff retention. A chart of "Guidelines for Improving Organizational Climate" is included.