The purpose of this correlational study was to determine if there is a relationship between the principal's consideration or initiating structure leadership behaviors and teacher retention in the American Association of Christian Schools (AACS). A random sample of 100 teachers from the American Association of Christian Schools participated in the study. Pearson correlations were conducted to determine if there were any statistically significant relationships between the principals' behaviors and teacher retention. The results of analysis yielded a non-significant correlation of leader's consideration behaviors and teacher retention and a significant negative correlation of a leader's initiating structure behaviors and teacher retention.