A nationwide teacher shortage has been a problem in our country for many years. Teacher vacancies continue to be plentiful, but enrollment in teacher preparatory programs continues to decline. This study aimed to investigate low teacher retention in rural Alabama schools. Through the lens of Maslow's hierarchy of needs, this study examined teachers' perceptions of job satisfaction and how working conditions, and demographic details impacted teachers' intentions to remain in the field of education. This quantitative study was completed in three rural North Central Alabama school districts. The data revealed the school administrator's critical impact on their building and the importance of teachers having the resources to do their jobs effectively. But most importantly, the study highlighted that maintaining a solid culture is paramount to keeping teachers in the profession. District and state leaders must continue to foster and promote a positive culture in their local schools, as it is a key factor in teacher retention.