This qualitative case study explored the perceptions of hiring administrators in a suburban Pennsylvania school district regarding the influence of the Danielson Framework for Teaching (DFT) on the district teacher hiring practices. At the time of this study, research had shown that, out of all other factors, teachers had the largest influence on student achievement (Cohen-Vogel, 2011; Donaldson, 2011; Gershenson, 2016; Nilsen & Giftasson, 2016; Sanders & Horn, 1998). Because of this, it is important that hiring decisions are made by administrators who are knowledgeable of the traits to look for in potential candidates (Bourke & Brown, 2014; Cohen-Vogel, Little & Fierro, 2019). Additionally, at the time of this study, there was a gap in the current research on hiring and the connection between the specific criteria used to hire teachers and the criteria used within the DFT to evaluate those same teachers (Powers, 2016). Hiring administrators in the participating district participated in focus group discussions and interviews to collect data about their perceptions on the hiring process. As a result, the researcher discovered that the focus group participants perceived limited connections to the DFT within the hiring process. Some connections to the DFT existed in questions that were used in the early rounds of teacher interviews. The district central office administrator interviews showed more connection to DFT as it related to the use of v demonstration lessons used in the later rounds of interviews. Additionally, the research has shown that there are some components of the DFT that hiring administrators use when making a decision on which candidates they prefer. The results of this case study contribute to the existing body of knowledge on teacher hiring processes. The findings offer valuable insight for districts attempting to build connections between the hiring and evaluation processes. For the participating school district in particular, the results of this study provide integral information and implications for creating an efficient and informed hiring process that is an integral component in acquiring effective teachers. [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.]