The purpose of this study was to examine how stakeholders in one Texas school district perceive, experience, and respond to the Spanish bilingual teacher shortage. The research design was qualitative with an exploratory, single case study approach. The case study school district was a mid-sized suburban district in Texas that utilized a dual language enrichment approach to educating Spanish bilingual learners and housed its own alternative certification program expressly designed to certify bilingual teachers for district hire. The sample included members of the human resources department, bilingual campus principals, and aspiring bilingual teachers. Data were collected through face-to-face interviews and a web-based interview and were triangulated with contextual data. Findings from the study affirm that the bilingual teacher shortage is a problem that significantly impacts school districts, at times to the detriment of the bilingual students they serve, and that misalignment between educational policy, educator preparation program curriculum, and school district bilingual programming serves to exacerbate the bilingual teacher shortage problem by increasing district recruiting and retention challenges. This study provides school leaders with a deepened awareness of the need to adopt a collaborative and differentiated approach to bilingual teacher certification that empowers a greater number of quality bilingual candidates to gain certification, enter the field, and persist in the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]