This study's purpose was to investigate teacher retention at Central Elementary School by identifying, studying, and considering the reasons connected to teacher perceptions and attitudes as it relates to job (dis)satisfaction since turnover rates can be the deciding factor. The evidence collected in this study may profit educators in the near future by having a clearer understanding of the needs and possible challenges faced by high teacher turnover rates. These results and performance data will help to make recommendations and deliver the appropriate strategies and solutions to prevent teachers from leaving. The participants in this study volunteered to fill out an electronic 10-question survey that was revised and accepted by the Institutional Review Board of Gardner-Webb University. Investigating this specific study looked at teacher perceptions of and attitudes toward workplace and organizational situations that affect the culture of job (dis)satisfaction. The influence of using this tool is that it sampled all the teachers in the building of Central Elementary School delivering a sequence of questions on a 4-point Likert-scale as well as open-ended questions that collected data on administrative and teacher perceptions and attitudes towards organizational communication, school climate, and classroom working conditions. This applied research recovered teacher retention rates, utilizing surveys, assessments, and action plans in relation to student achievement. The results exposed that the kind of change that was presented to Central Elementary School teachers was met with resistance. [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.]