The United States faces a critical teacher shortage across general education and fields such as special education, mathematics, and natural sciences, particularly in underserved areas. This shortage is intensified by high teacher attrition rates, which negatively impact student performance and educational outcomes. In Louisiana, teacher attrition rose from 11% to 14% in the 2021-2022 academic year, heightening concerns about the growing shortage (Garcia & Weiss, 2020). Policy mandates significantly influence teacher recruitment strategies, affecting candidate availability and contributing to disparities in teacher distribution, especially in low-populated fields and districts. This qualitative case study explores the perceptions of K-12 public school administrators in Louisiana on how policy mandates impact teacher recruitment. It examines their experiences with filling vacancies and the challenges faced based on location, as well as the effects of certification requirements and district policies on attracting qualified candidates. The study offers insights for policymakers, school leaders, and teacher education programs to develop more equitable and effective recruitment strategies, ultimately supporting improved retention and quality education in Louisiana's public schools. [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.]