The purpose of this research study was to explore differences in perceptions of teachers and teacher leaders on perceived job satisfaction in the K-12 setting in a Georgia school district. The quantitative design methodology was causal comparative using a web-based self-administered survey to gather data for the study. Part 1 of the MetLife Survey of the American Teacher: Collaborating for Student Success Survey (2009) provided descriptive research of teachers’ perceptions of job satisfaction based on age, school level (elementary school, middle school, and high school), and years of teaching experience and demographic information. Data analysis included the independent-samples t tests to determine whether statistically significant differences existed between teachers and teacher leaders regarding job satisfaction. One hundred and seven teachers in a target school district took the survey. Hypothesis 1 was supported and statistically significant for age and quality of new teachers entering the profession today and school type and location. Hypothesis 2 was supported and statistically significant for school level and quality of new teachers entering the profession today and school level. Hypothesis 3 was not supported and statistically significant for years of teaching experience and quality of new teachers entering the profession today and teacher expectations by school type and location. Findings revealed that teachers and teacher leaders felt appreciated and safe at school. While the majority of teachers reported that their principals asked for suggestions or opinions, some teachers said that it did not happen. Many teachers said that their principal handled discipline fairly. It is recommended that teachers receive adequate training opportunities in modifications for SWD in regular classes. The principal should provide direction for the school and be accessible to staff during the day. Lack of planning time for instruction and grading students’ work was supported by past research. Not only did teachers have little time to plan, grade papers, help individual students, but interestingly, teachers and teacher leaders did go out of their way to help each other. It is recommended that teachers are assigned classes for which they feel qualified to teach; otherwise children suffer because teachers are not adequately trained to teach the content.