The turnover of teachers nationwide continues to be an issue, with more teachers leaving the field than in the past. Teachers are experiencing emotional exhaustion and burnout (Baker et al., 2022). Emotional exhaustion and burnout could perpetuate a lower retention rate among teachers with the lack of training and support in classroom strategies to manage challenging student behaviors (Avery et al., 2021; Post et al., 2022). This qualitative phenomenological research study aimed to evaluate elementary school teachers' perceptions of the resources, support, and training they have and those they perceive were needed to effectively manage students who exhibited challenging behaviors in low-socioeconomic classrooms. Furthermore, a deeper understanding of the teachers' lived experiences and reasons they chose to stay teaching in a low-socioeconomic school was revealed. To study this problem, a conceptual framework incorporating the Herzberg two-factor theory and the self-efficacy theory were applied. This qualitative phenomenological research study design was used to address the following: RQ1: How does a teacher's self-efficacy in managing challenging student behaviors influence their decision to continue teaching at a low-socioeconomic school? RQ2: How do classroom management support, resources, and training influence a teacher's decision to continue teaching in a first- through fifth-grade school? RQ3: Why do first- through fifth-grade teachers choose to stay at low-socioeconomic schools? Demographic surveys and semi-structured Zoom video interviews were conducted with 14 first- through fifth-grade teachers with five years or less of experience. Manual coding and analysis revealed four themes: (a) support, (b) training, (c) self-efficacy, and (d) student-specific relationships. The results provided insight into the deep-lived experiences of teachers assigned to low-socioeconomic schools with an emphasis on the resources, support, and training they have received to retain them while determining the resources, support, and training they perceive are needed to retain novice teachers in low-socioeconomic schools. Future research opportunities include (a) an understanding of the leadership traits of administrators who support their staff, (b) an understanding of the level of resiliency skills possessed by teachers who stay teaching at low-socioeconomic schools, and (c) to determine if implementation fidelity of training influences a teacher to stay teaching at low-socioeconomic schools. [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.]