The study examined the No Child Left Behind Act as it relates to the recruiting and retention of special education teachers in rural school districts. The focus of the research was to examine those factors that have influenced teachers to leave the profession or to seek employment in more urban school districts. Data for the study were collected by using two validated survey instruments of factors contributing to teacher recruitment and retention. The surveys and questionnaires were administered to 250 rural public school teachers in South Carolina. Quantitative and qualitative findings indicated that districts must provide financial and nonfinancial incentives as a means of recruiting teachers and also as a measure of retaining them in their present positions. Most teachers were interested in financial incentives such as signing bonuses, stipends for teaching special education, 100% contribution to their retirement account, and low-interest housing loans. The nonfinancial incentives that were noted were support from administrators, extra time for additional duties, additional planning, smaller classes, and additional assistance in the classroom. The study was significant because it showed that the No Child Left Behind Act does not affect only students, but some teachers are suffering due to the requirements that have been placed on them and their school district. [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.]