This study assessed how professional growth support moderates the relationship between classroom autonomy and teacher retention using a non-experimental quantitative design with descriptive-correlation technique. A total of 161 public elementary school teachers from Marilog Central District, Davao City were selected through simple random sampling. The researcher used pilot-tested, adapted survey questionnaires to ensure reliability. Findings revealed that classroom autonomy was moderately extensive, with classroom management decisions rated most extensive. Teacher retention was also moderately extensive, with job satisfaction and compensation rated highest, while emotional and psychological well-being was least demonstrated. Professional growth support was found moderately extensive, with collaborative learning encouragement most evident. A significant positive relationship was observed between classroom autonomy and teacher retention, particularly in assessment design and instructional methods. However, lesson planning autonomy showed no significant influence. Professional growth support significantly moderated the relationship between autonomy and retention, slightly increasing model variance. This suggests that enhancing autonomy alongside growth support may improve teacher retention outcomes.