This study examines classroom discourse modes and their influence on student retention as depicted in The Ron Clark Story movie, applying Steve Walsh’s (2011) framework. Using a descriptive qualitative case study, data were taken from selected classroom scenes and analyzed through transcription Classroom discourse modes was classified into four: managerial, materials, skills and systems, and classroom context. Managerial mode established order and routines; materials mode focused on content delivery; skills and systems mode improved linguistic accuracy; and classroom context mode fostered rapport and motivation. These modes were linked to indicators of student retention such as participation, responsiveness, and persistence. The findings suggest that varied, adaptive discourse use can support both cognitive and emotional aspects of retention in challenging settings. This study offers practical implications for teacher training, emphasizing dynamic and empathetic communication to enhance engagement and long-term learning.