The purpose of this qualitative phenomenological study was to investigate transformative learning strategies implemented by 10 Title I elementary principals that influence novice teacher retention. Data were gathered by individual interviews. Data were analyzed using Creswell's (2013) description of qualitative research as a collection of data found in a natural setting that maintained sensitivity to the people and places under study; the data analyzed revealed patterns or themes that were coded by commonalities. Findings from this study affirm that dedicated, involved, and passionate principals who support, nurture, and develop novice teachers can ensure retention of novice teachers. Other findings from this study include the importance of authentic learning and experiential learning in novice teacher development. In addition, the need for collegial relationships and reflection are critical components to support novice teacher retention. The research in this study provides school principals and administrators with proven practices that help support novice 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.]