National teacher shortages has received attention in the last few years and researchers project turnover rates will grow in the upcoming years (Sorensen & Ladd, 2020; Sutcher, DarlingHammond, & Carver-Thomas, 2016). As a result, districts and administrators are challenged with hiring highly qualified teachers (Garcia & Weiss, 2019; Partelow, 2019). This study argues that solving the teacher shortage crisis begins with understanding the factors that influence turnover and retention. The purpose of this study was to examine the intrinsic and extrinsic factors that influence teacher retention in a high-poverty, elementary school. Furthermore, Chapter 2 analyzes self-determination theory (Deci & Ryan, 2008), to understand the underlying factors that influence teacher retention. Chapter 3 draws on case study methodology (Creswell & Creswell, 2018; Stake, 1995). This study utilized semi-structured interviews to examine retention through the lens of elementary teachers. The second data collection method included online documents. Data was analyzed using a thematic analysis approach (Braun & Clarke, 2012). Chapter 4 presents case study findings, including themes that developed from the semi-structured interviews and online documents. This research concludes with a discussion of the findings, implications for practice, and policy implications, based on teacher retention research. [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.]