Documented shortages of secondary mathematics and science teachers have occurred over a decade. Yet a program developed to enable individuals with academic preparation in mathematics and/or science to become teachers encountered difficulty in placing the students in paid teaching internships. Although benefits to school districts for participating in the program included salary savings and assistance with their teacher induction programs, not many districts have shown interest in participating in the program. Discussion of factors such as timing of employment decisions, scheduling of intern with mentor teacher, and characteristics of interns thought to affect the employment of teaching interns are presented in this report. (Author/MVL)