This qualitative research examined teachers’ perspectives of specific behaviors of principals that promoted teachers’ basic psychological needs of autonomy, competence, and relatedness through the lens of Basic Psychological Needs Theory, a mini theory of Self-Determination Theory (SDT) (Deci & Ryan, 2009). Guiding research questions included: What principal behaviors promote/hinder teacher autonomy? What are specific principal behaviors/actions that promote/hinder teachers’ overall professional growth and professional competence? What relational behaviors do principals extend toward teachers that positively and/or negatively affect teachers’ relatedness and/or sense of belonging? Approximately 100 teachers throughout the state of Oklahoma chose to respond to an anonymous descriptive survey of five open-ended questions. Findings depicted teachers detailed and abbreviated scenarios describing their principal’s behaviors that both promoted teacher autonomy, relatedness, and competence (as defined by SDT). Findings for autonomy supportive behaviors included: communicates teacher value and respect; trust extended; differentiated and individualized professional development; teacher practice; leadership opportunities; and time given. Competence promoted principal behaviors included: practice feedback; learning opportunities and resources; coaching/demonstration teachers; affirmation and encouragement; discipline support, and classroom support. Relatedness promoted behaviors included: accessible; open communication; positive and encouraging; interpersonal skills/caring; belief in teachers’ professional ability; affirmation; personable and supports teachers with student discipline. This study was predicated on the need for site leadership to understand and choose to engage in specific behaviors that empower autonomy, increase competence, and nurture relationships with teachers in order to create an educational environment where they choose to enter, stay, and flourish.