This report examines the difficulties schools encounter as they seek qualified teachers. The paper focuses on the southeastern portion of the United States, using North Carolina as a case study. Emerging teacher shortages in the state have put pressure on administrators to staff classrooms at all costs, weakening the case for high standards for teachers. The problem is particularly acute in hard-to-staff schools, which are typically located in the state's poorest districts. Although financial incentives are important in securing teachers for these classrooms, these schools also need strong leaders who involve teachers in key instructional decisions. Teachers in these schools require like-minded colleagues who are committed to teamwork; additionally, these teachers must have sufficient knowledge and skills to help students learn, and they must be willing to serve as leaders and mentors. Developing "local talent" can help place teachers in hard-to-staff schools, but school systems need to develop a comprehensive recruitment plan when trying to attract teachers. Part of this plan includes collecting and reporting data so that effective strategies can be identified. The paper provides specific recommendations for staffing schools. Some strategies that have been tried in 10 southeastern states are included. (Contains 20 references.) (RJM)