The principle focus of this mixed methods explanatory study was to understand the perceptions of building administrators as to how central office administrators’ leadership impacts teacher retention through the lens of transformative leadership theory. Several factors can impact a teacher’s decision to remain in one district or leave for another. Some of those factors may be personal, some may be related to the school, but it is also prudent to examine the impact central office administrators have on teacher retention. In researching the topic, the review of literature found a lack of research on this specific topic. Most of the literature regarding teacher retention was based on the principal’s leadership style and compensation. The participants were asked to complete a questionnaire designed to garner input on both the attributes, actions, and behaviors of central office administrators as well as the district-wide programs and initiatives they implement or support. Participation in the study was strong with 28 out 39 building administrators completing the questionnaire. The results supported the tenets of transformational leadership theory in that there is a perception that teachers appreciate leaders who are collaborative in nature and empower them to do their jobs. Teachers desire leadership who know them as people, understand them as teachers, and ask for and value teacher input. The results also supported the existing research with an emphasis on compensation. It is necessary for a district to offer a competitive salary and benefits package as doing so will give a district an inherent advantage in retaining teachers. The most important implication of this study points to hiring leaders across all levels who display transformative leadership characteristics rather than transactional leadership traits.