This phenomenological study explored teacher perceptions of successful recruitment and retention of highly qualified educators in a rural North Texas school district. Interviews were conducted to identify successful recruitment and retention strategies from twelve teachers. Descriptive phenomenology was used to analyze transcribed participant interview responses. Data were analyzed with two cycles of coding -- "in vivo" and then "pattern" coding -- to summarize and extract the most important details captured during the interview process. In addition, participants conducted member checking for findings validity. Results of the study identified influential recruitment practices of highly qualified teachers as: (a) community connections, (b) interdistrict transfers and (c) administrative support. Furthermore, retention practices impacting decisions to remain with the district are: (a) salary, (b) community feel, (c) interdistrict transfers, and (d) administrative support. For administrators, these findings may provide information on how recruitment and retention practices affect teacher employment in rural school districts. [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.]