The retention of teachers impacts the life of a small rural school district. This study investigated the practices that school districts can employ to retain the teachers that have been recently hired. The question that guided the design of this study was: “From the perspective of recently-hired teachers, what practices can school administrators employ to improve the retention of those individuals in the small, rural school districts in Wisconsin?” The study investigated 61 variables across the 6 themes of the theoretical model. The study explored the main research question and the five additional ancillary questions by comparing the variables to the 11 demographic questions. The study gives administrators real suggestions on practices that they can employ to retain recently-hired teachers. The respondents identified 48 of the 61 variables as highly important to retention of teachers. ANOVAs identified 27 of the variables as having significant F-scores when compared to the 11 demographic questions. All results under the main research question and the 5 ancillary questions detail the outcomes of the ANOVAs. All variables within two of the themes, leadership factors and working conditions, were considered of high importance by the respondents. The results of the study indicated that problem of teacher retention is very complex and school districts must identify which variables they can address.