Teacher retention in supplemental education, or for-profit, center-based tutoring, is a concern. As yet, no studies in the past 20 years have examined teacher retention in supplemental education. The importance of this research study was to give voice to supplemental educators' experiences in center-based tutoring through narrative inquiry. The theoretical framework for the study was based on constructivist ideas; specifically, constructivists focus on how a person constructs reality and learns from others. Thus, this study considered the individual perspectives of supplemental educators and their experiences. The research study explored the experiences of four teachers employed less than six months in a well-known supplemental education facility in the southern United States. Data were analyzed using typological and inductive analyses. The findings indicated that teachers thrive in collaborative settings where administrators value their input and autonomy; teachers enjoyed the positive and supportive tutoring environment. Furthermore, supplemental educators saw themselves as student mentors and role models and cited personal connections among students as reasons why they enjoy teaching in supplemental education. Implications for positive social change focus on understanding new teachers' perspectives, which may give education leaders and policymakers insight into why these teachers leave supplemental education. This understanding can also lead to better practices to support 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.]