This study investigated principal leadership as a moderator of teacher turnover following natural hazard exposure. Like other disruptions to schooling, such as pandemics, natural hazard exposure is associated with a variety of negative outcomes in schools, including increased stress for teachers and lowered achievement for students. Using statewide administrative personnel records, I explored whether teacher turnover follows natural hazard exposure. I also explored the extent to which natural hazard exposure is associated with teacher turnover by comparing turnover rates across schools affected by one or more exposures. Using interview data, I also investigated the support and care school principals exhibited toward teachers following a natural hazard exposure. Through a sequential mixed methods design, I aimed to determine the influence principal leadership may have on teacher turnover in schools exposed to a natural hazard through leaders’ crisis management and caring leadership behaviors. The study presents nuanced evidence that can guide school and district leaders and policymakers looking for information about how principal leadership can attenuate teacher turnover in the context of a school exposed to a natural hazard. In addition, the study adds to the emerging literature on the effects of natural hazard exposure on schools, as these effects are a pressing issue due to global climate change and the expected increases in natural hazard exposure.