Public school leaders struggle to find teachers to fill the vacancies in America's classrooms. The teacher shortage crisis is a result of many overlapping causes which include the disparity in resources to attract potential teachers, a declining enrollment in teacher preparatory programs, a lack of teachers certified to teach critical shortage areas, and insufficient support for teacher recruitment and retention. This dissertation in practice shares a grow-your-own program developed by a large Florida school district to establish an internal pipeline of teachers to assist with filling the approximately 500 classroom vacancies each year. The initiative specifically focuses on current paraprofessionals and offers varied supports for advancement to a teaching position. The goal of the project is to provide information, incentives and support to assist potential teacher candidates. Improvement science was used to plan, monitor and execute the process for building a network of supports for each juncture of the pursuit. While the results of this endeavor were impacted by an attempt to slow the spread of the coronavirus, many paraprofessionals progressed and became teachers. The university and college directors of local education departments as well as the director of Human Resources at the Florida school district discuss the lessons learned and how the program will move forward. Recommendations are offered to other school districts considering the implementation of an internal teacher recruitment program. [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.]