Public school districts in Pennsylvania use varying teacher screening and interviewing processes for hiring teachers. In order to hire the best teacher candidates for vacancies, the qualities of effective teachers such as those cited by the Council of Chief State School Officers Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards (2010), Stronge (2007), and TeacherInsight(TM) (2007) should be used to inform the teacher screening and interviewing processes. The purpose of this qualitative multiple-case study was to determine if four public school districts in central Pennsylvania were aware of and utilized the qualities of effective teachers during the teacher screening and interviewing processes in order to hire the best teacher candidates for teaching positions. This research study examined the teacher screening and interviewing processes by using semistructured interview questions and document analysis as recommended by Creswell (2007), Merriam (2009), and Miles and Huberman (1994). Data from the four cases was analyzed by within-case and cross-case analyses. The data was coded, grouped into categories, broken into themes, and represented visually. The findings of this study revealed that the districts do use some of the common qualities of effective teachers during the screening and/or interviewing processes. Yet, the deciding factor of the interview teams for selecting a candidate rests with the interview team's "gut feeling." These results are important because they can assist school districts with selecting the best teacher candidate for a position. [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.]