Identifying and maintaining talent is important in any organization, but in a low-performing school, it is perhaps "the" most important component to achieving turnaround. Given the importance of teachers and leaders for students and schools, districts and states are wise to hone their efforts related to identifying, attracting, retaining, and sustaining capable and committed talent. The University of Virginia Partnership for Leaders in Education (UVA/PLE) works with school systems to establish the conditions for change and to build transformative leadership capacity to achieve improved systems and schools for students. Given the importance of hiring and retaining high-quality principals and teachers in turnaround schools, this report provides lessons learned by UVA/PLE about strategic talent development in a turnaround environment. Specifically, this report conveys what UVA/PLE researchers and field team members have learned from a project examining how districts prioritizing their lowest-performing schools attract and recruit high-potential candidates for principalships and teaching positions. The report also describes what was learned from the project in terms of districts' strategic and innovative approaches for identifying the fit between an applicant and a school, and for supporting talent in the long term. Along with illustrative stories of promising practices from schools and districts engaged in strategic talent development, recommendations are provided based on the project's findings regarding concrete steps and actions districts and states can take to support innovative and effective talent development in low-performing schools. [For other reports in the Center on School Turnaround Four Domains Series, see ED584107, ED584111, and ED584115.]