The purpose of this single case study was to explore elementary school teachers' perceptions of factors that motivate them to stay in the public-school setting, specifically using one urban school district in Virginia. Various motivational theories, which included McGregor X and Y theory, Herzberg two factors theory and cognitive expectancy-value theory were the frameworks applied for this study. The study involved eight permanent teachers who were teaching for a minimum of three years. Participants completed a biographical questionnaire and engaged in a phone interview. The study analysis revealed four significant themes and eleven supporting subthemes. The primary themes were teacher attributes, retention, organizational support and challenges in the profession. The results of the study revealed that intrinsic factors kept teachers in the classroom. Seven participants stated the students were the reason they came back to work. It also found that principals who exhibited transformational leadership characteristics or traits motivated their staff to maximize their ultimate potential. The challenges of meeting demands, pay and lack of respect were all extrinsic factors that affect satisfaction and lowered their desire to teach. Four recommendations came from the results: increase teacher pay, harsher punishments for disrespectful students, incorporate transformational leadership workshops, and implement a more automated grading system. [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.]