Teacher shortages are essentially a problem of distribution (Darling-Hammond, 2001; Ingersoll, 2001; National Association of State Boards of Education, 1998; Olson, 2000; Reeves, 2003; Voke, 2002). According to recent studies, hardest to find are teachers who are both qualified and willing to teach in hard-to-staff schools, which included those in highly urban and rural areas--especially schools serving minority or low-income students. In addition, recruitment and retention of high-quality teachers are intertwined; it's not enough to attract these teachers if concurrent steps are not taken to keep them (Liu, Johnson, & Peske, 2004). Schools need help in building their capacity to attract and maintain a highly qualified teaching staff. Although not all urban and rural schools are hard to staff, those with high numbers of inexperienced and out-of-field teachers, special-needs or English-language-learner students, and poor, minority, and highly mobile students face the toughest recruitment and retention challenges (Jacob, 2007; Monk, 2007; Reeves, 2003; Southeast Center for Teaching Quality, 2002). Also, social and geographic isolation and lower-than-average pay make these schools unattractive to many teachers--leading to an inequitable distribution of teachers as more head to midsized and suburban districts (Levin & Quinn, 2003; Reeves, 2003). The needs of hard-to-staff urban schools are often very different from those of their rural counterparts, and teacher recruitment is no exception. Therefore, recruitment strategies must be targeted to meet the needs of individual districts and schools. Several tips and cautions for policymakers and school leaders to keep in mind are listed in this paper.