Principal retention is a national and international challenge (Clark, Martorell, & Rockoff, 2009; Stoelinga, Hart, & Schalliol, 2008; Partlow & Ridenour, 2008; Browne-Ferrigno, & Johnson-Fusarelli, 2005; Thomson & Blackmore, 2006; Weiss, 2005; Whittal, 2002; Walker & Qian, 2006). Fuller and Young (2010) found similar trends in Texas where the average tenure for high school principals was 3.95 years. This qualitative study focused on five high school principals in a large, urban high-needs school district in which principal attrition has defied the odds. The study revealed how this district responded to challenges and provided the support necessary for the principals to begin years twelve, five, and three despite the research predicting only 50% of them would remain in the job after year three. This study explored the question: Given the high levels of attrition of high school principals in Texas, what type of experiences, personal attitudes and dispositions, and technical abilities link educational leaders to retention and success? Interviews and observations were conducted and the data was analyzed revealing major themes including (a) leadership, the principals' preparation and experiences; (b) interpersonal skills, their priority on building relationships with students and faculty; and (c) administrative abilities, the ability to build staff capacity and delegate responsibility on their campuses. The principals were all supported in their positions by central office mentors, the interactive relationships they built with one another, and extensive professional development completed as aspiring principals within the district. [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.]