This study examined the procedures used and the perceptions of a principal as to the personal qualities and pedagogical qualifications affecting the selection of teacher candidates. The approach examined one principal's procedures used to choose which candidates to interview, the process she used to conduct the interviews, the professional attributes that she felt exemplified effective teachers, the personal attributes she felt exemplified effective teachers, and the key factors in the choosing which candidate to recommend. In summary, the findings of this study follow: 1) The principal studied was not formally trained in hiring practices; she aligned her process with the principal at the school where she worked as an assistant principal. More training needs to be offered either by universities or school systems to principals in the hiring process. 2) A principal needs to be vigilant in looking for perspective teachers that are "highly-qualified" and fit well in his/her school. 3) Perspective teachers applying for teaching positions need to complete their degree, take and pass the tests required to become "highly-qualified" and develop a relationship with principals and teachers at the school and school system where they are applying. 4) Superintendents and school boards need to hire principals who can carefully screen teachers and hire the best candidates for their schools. 5) Teachers need to be vigilant in looking for excellent teachers to recommend to the principal for hire. Teachers can make an impact on the quality of the teachers being hired at their school by making favorable references to their building principal. [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.]