This phenomenological qualitative study explored the phenomenon associated with rural, public elementary teachers in Michigan and their experiences related to why they remain in their teaching positions. There were 7 participants from two rural, public elementary schools who had been teaching for one or more years and are currently teaching in a classroom. This study sought to contribute to the ongoing understanding and implications of rural teacher well-being and retention that will help guide future interventions that support administrators, teachers, and student outcomes. Themes included from the study were collegiality with coworkers, the importance of principal support, the powerful impact of a rural community, work-life balance, professional development, district schedules, food, supportive families, and support/teacher resources. Additional ancillary perceptions that emerged in the study were limited technology and internet availability and making a difference in the lives of students. Understanding these factors and a willingness to embrace strategies that support each of the study's themes can benefit teacher well-being and may increase teacher motivation to remain in their teaching positions. [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.]