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Teacher retention in the rural setting is a topic of concern. Teachers are choosing to leave the profession for a variety of reasons. The purpose of this qualitative case study was to identify factors teachers in a rural school district in Mississippi perceived as promoting teacher retention. Additionally, this study examined teachers' perceptions of administrative support during the COVID-19 pandemic. Face-to-face interviews were conducted with teachers in the rural school district to obtain teachers' perceptions of factors associated with teacher retention and administrative support during the COVID-19 pandemic. Data were analyzed based on the major themes developed from the semi-structured interviews. Retention factors identified that contributed to participants' desires to remain in their current district included hometown ties, mentorship programs, collegial support, administrative support, school culture, and professional development. When asked to provide their perceptions of ways to increase teacher retention, participates suggested increased pay and benefits, additional support staff, increased accountability, consistency, administrative support, and parental support. Additionally, participants were asked to provide insight on administrative support factors provided during the COVID-19pandemic. Participants stated that administrators strived to provide teachers with attainable expectations and resources, which aided teachers in providing students with learning opportunities during a trying time. [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.]