Teacher shortages are often viewed as a national issue and through a national lens. But individual states' challenges in addressing special education teacher shortages differ in degree and kind, and states thus enact varied solutions to address them. A state's geography, resources, and political climate are just a few elements that can drive differentiated approaches to shortages or constrain implementation of thoughtful solutions. By and large, state policymakers are well positioned to assess the extent of shortages, navigate the vagaries of regional differences, and carry out effective policies. As state boards of education and other state policy leaders consider their approaches to shortages of special education teachers, it will be instructive to consider how their policies differ from those of other states. In this article, David Peyton and Kelly Acosta recommend state leaders consider the key policy differences in states with lower rates of uncertified special education teachers. And what might be learned from these policies and applied to future policy proposals to address shortages? This is the question the authors set out to investigate. Their research examined what differentiated states with high and low shortages of fully certified special education teachers. Based on their findings, Peyton and Acosta offer strategies state boards can take for recruiting and retaining special education teachers.