This dissertation consists of three essays. The first essay investigates the feasibility of moving high-performing teachers to low-performing schools using administrative micro data from Missouri. I define teacher labor markets concentrically and construct models to allow teachers' local labor markets, within teaching, to influence their mobility outcomes. I find when a teacher changes schools, other things being equal, this teacher is more likely to go to a socioeconomically similar school in close proximity. Correspondingly, the socioeconomic status of students enrolled in neighboring schools plays a significant role in teachers' transfer decisions. Teachers who move to schools that meaningfully differ along socioeconomic dimensions travel, on average, to schools that are more than 20 miles away from the current schools, although such moves are rare. Conditional on a school's own characteristics, the characteristics of neighboring schools have a small impact on teacher mobility. However, contrary to popular perception, I find no evidence to suggest that disadvantaged schools in close proximity to advantaged schools are at greater risk of "pull" or "push" induced teacher mobility. The reason is that teacher labor markets appear to be strongly segregated by the socioeconomic status of students. In summary, my findings suggest that teacher labor markets are narrow geographically and segregated in terms of the socioeconomic status of students, which raises questions about whether policies designed to encourage teachers to move into substantively different socioeconomic environments can be successful. [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.]