This qualitative case study explores teacher support and persistence in a large virtual charter school in the midwestern part of the United States. Using self-determination theory as a theoretical lens, this study examines how the psychological needs of autonomy, competence, and relatedness of teachers in a virtual charter school are supported or thwarted. Findings suggest that teachers’ needs for autonomy and competence can be satisfied in a virtual charter context, while relatedness is a more difficult need for virtual charter schools to meet. This study also provides support for the utility of self-determination theory as lens for the further exploration of teacher support and retention in virtual schooling.