School administrators must ensure that every child has access to high quality instruction, making it imperative that only the teacher candidates with the greatest probability of success are hired. Most teacher selection practices are neither valid nor reliable and do not accurately predict job performance. Teacher hiring processes and therefore, teacher quality, can be greatly improved if administrators consider the application of recent research regarding the beliefs and behaviors of teachers with high impact on student learning in conjunction with employee selection research from the fields of management and the social sciences. This article provides direction for practitioners to utilize research-based practices to improve teacher hiring processes as well as implications for future research.