Beginning teachers continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High teacher turnover rates result in a deficit of quality teachers and instruction; a loss of continuity and commitment; and time, attention, and funds devoted to recruitment versus support. The purpose of this empirical inquiry of teacher retention issues is to better understand the leadership styles of principals who lead schools that have low attrition and transfer rates. Through the use of semistructured interviews with 12 principals, as well as focus group interviews with 4 to 6 new teachers (i.e., teachers with 1 to 3 years of experience) at each of the 12 schools (n = 61), data were triangulated, and some common characteristics and successful strategies that principals use to support and retain teachers were identified and analyzed through the lens of professional learning communities. Findings indicate that the following principals are retaining teachers at a rate higher than that of their peers: principals with a keen awareness of issues affecting new teachers; principals with a proactive versus reactive approach in supporting new teachers; and principals with a commitment to professional growth and excellence for themselves, their students, and their teachers (new and veteran alike). (Contains 3 tables.)