Quality bilingual teachers are needed to close achievement gaps for students who are English Learners (ELs). The problem addressed in this study focused on finding strategies through teachers' experiences for effectively recruiting and retaining elementary bilingual teachers. The purpose of this qualitative study with a phenomenological research design was to understand bilingual teachers' experiences with recruitment and retention. The following research question was the central phenomenon: What is the bilingual teacher's experience with school district and campus recruiting and retaining strategies? The sampling frame included ten bilingual elementary teachers in the same school district. The researcher interviewed participants through a one on one video interview. A synthesis of the coded data from the interviews produced basic themes. The first major finding concerned the influence of job fairs, interviews, and internships in the recruitment process. Other considerations for improving recruiting efforts related to pay, equity, and support. One of the major findings for retaining bilingual teachers included a need for strong school leaders that developed relationships with staff, students, and families to make them feel valued. Implications for practice based on bilingual teacher experiences can assist district and school leaders in improving their teacher recruiting efforts and the steps they take to retain high quality teachers in bilingual classrooms. [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.]