Effective principals make a profound impact on the schools they lead. Due to the increasing demands and complexities of the principalship, principals are leaving their schools at alarming rates. Principal turnover negatively impacts student achievement, teacher retention, school climate, and is costly to school districts. This qualitative phenomenological study examined the extrinsic and intrinsic motivators that are inspired the longevity of suburban public elementary school principals in the San Francisco Bay Area in California. The study consisted of 14 interviews of public elementary school principals who served as the principal of their school for at least 5 years to learn the extrinsic and intrinsic motivators that inspired their longevity. The findings indicated that the principals were motivated by extrinsic, intrinsic, and district-provided factors. Principals were extrinsically motivated by (a) interpersonal relationships, (b) observing students and student learning, and (c) their total compensation package. Principals were intrinsically motivated by (a) achievements, (b) work itself, (c) responsibility, (d) the ability to serve others, and (e) opportunities for growth. Principals were motivated by district-provided factors: (a) their total compensation package, (b) support from district leaders, and (c) the ability to participate in site and district decisions. This study also found a reciprocal relationship between extrinsic and intrinsic motivation. Principals motivated to remain in their schools create meaningful change and truly make a difference. By understanding the motivators that inspire principal longevity, school districts can create the conditions that will reduce principal turnover. [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.]