This study utilized a basic qualitative approach to examine urban school principals' turnover and retention and school accountability. This study also examined the experiences and perceptions of these school principals and investigated whether their perceptions and experiences influenced their decisions to remain or leave their positions as school principals. Lastly, this research study examined any support systems afforded to school principals throughout their careers as school leaders. The sample for this study consisted of 8 urban school principals, 4 of whom currently remain in their positions as school principals and 4 who have resigned their positions as school principals. All of the principals participating in this study have or had direct school accountability as part of their responsibilities. The theoretical frameworks which guided this study were transactional leadership and transformational leadership. The findings revealed that 6 themes emerged from the experiences of the participants in the study. The 6 themes were: the necessity and subjectivity of accountability, student achievement, school culture, multifaceted roles and responsibilities of the school principal, stakeholder roles, and internal and external supports and resources. The results also indicated that further research is needed on the effectiveness and length of principal preparation programs, school accountability and funding, the application of transactional and transformational leadership theories on district leadership, and the future impact on schools based on the COVID-19 pandemic of 2020. [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.]