The severe teacher shortage in Alabama's rural districts negatively impacts student outcome and educational quality. The purpose of this study was to assess the challenges and coping strategies related to recruiting and retaining teachers in rural Alabama schools. The study's theoretical frameworks are Ryan and Deci's intrinsic motivation and self-determination theory and Lazarus and Folkman's transactional model of stress and coping. Fifteen middle school teachers from two rural Alabama school districts participated in this phenomenological qualitative case study. Semi-structured interviews and open-ended questionnaires were used to gather data from the teachers' perceptions and lived experiences. Major barriers from this study identified low salaries, unpleasant working conditions, and lack of professional growth. Suggested strategies from participants included the value of supportive administration, strong ties to the community, and a fulfilling work environment. Practice recommendations included increasing teacher pay, enhancing working conditions, developing professional networks, and implementing extensive mentoring programs. Targeted interventions and support networks to improve teacher satisfaction and retention in rural settings were emphasized in the study. Future studies might extend the geographic scope, conduct longitudinal studies, include a range of participant groups, and examine the impact of specific policy changes on teacher recruitment and retention. By addressing these problems, educational stakeholders in rural Alabama can improve student results and teacher retention rates. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]