This qualitative explanatory case study explored lead preschool teachers' beliefs regarding retention strategies in early learning programs. The problem explored was that there were no distinct support systems, such as mentorship, relationship-based leadership, or social emotional guidance, that were known to have a positive effect on lead preschool teacher retention. This study affected both teachers and administrators through the discovery of teachers' beliefs regarding mentorship, relationship-based leadership, and social emotional guidance as strategies to retain teachers. The purpose of this study was to examine teachers' beliefs about mentorship, relationship-based leadership, and social emotional guidance as support systems and how each of these systems worked to support retention for lead preschool teachers who worked in early learning programs. The guiding theoretical framework comprised cognitive theory, teacher retention, mentorship, relationship-based leadership, and social emotional guidance. Participants within this qualitative explanatory case study were 10 lead preschool teachers from early learning programs. Participants completed an interview, survey, and optional focus group through this study to support the research questions focusing on teachers' beliefs about mentorship, relationship-based leadership, and social emotional guidance as retention strategies. Findings indicated themes associated with mentorship, relationship-based leadership, social emotional guidance, and retention. The themes associated with mentorship were a) relationships, b) guidance, and c) affirmations. The themes associated with relationship-based leadership were a) support, b) connections, and c) recognition. The themes associated with social emotional guidance were a) negative feelings, b) ability to calm self, and c) support from others. The themes associated with retention were a) support, b) pay, c) training and education, d) understanding, and e) recognition. Recommendations for practice were mentorship programs focused on relationships, relationship-based leadership with visible support, social emotional guidance programs that focus on teachers, and continued conversation about preschool teacher retention. Further research is called for in social emotional guidance programs, specifically Conscious Discipline (CD), to provide support to teachers during stressful times in their classrooms.