The purpose of this descriptive case study was to develop a thick, rich description of the factors related to teacher morale in an international school in China. This study was guided by the social constructivist framework and four research questions: (a) What factors are related to teacher morale in the selected international school in China?; (b) What are the challenges related to teacher morale in the selected international school in China?; (c) How does teacher turnover contribute to teacher morale in the selected international school in China?; and (d) What is the particular environment that shapes teacher morale in the selected international school in China? Seventeen overseas-hired, foreign, full-time staff members volunteered for the interview at the study site. Twelve questions on the factors related to teacher morale guided the interviews that were recorded, transcribed, and coded for themes. The results of the study revealed positive and negative factors related to teacher morale at the school. Positive factors included providing support to new teachers, such as language lessons and cultural orientation; benefits; a strong sense of mission; a sense of community; and opportunities for professional growth. Negative factors included lack of recognition for extra duties, personality of a leader, and leadership transition. Findings from the study could be useful for administrators who wish to create an environment conducive to maintaining positive teacher morale. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]