A concern of the public and of local school districts is that of staffing well-qualified teachers for the education of America's youth. Staffing, however, is a multistage process that involves attracting a viable candidate pool and retraining those selected. To determine if attraction and retention are sequential or related administrative processes and if reactions to these processes are moderated by those new to the profession or to the district, a structural modeling approach is used to analyze perceptions of recently appointed teachers in an urban school district. Results indicate that these processes are sequential and are moderated by the experience of teachers but only at the attraction stage of the staffing process. (Contains 1 note and 2 figures.)