Recruiting and retaining a well-prepared, stable, and diverse teacher workforce is a critical endeavor to advance student learning and development. However, the persistent teacher shortages across the nation's schools challenge this mission. The teaching profession has been characterized by relatively lower levels of compensation compared to other professions that require equivalent levels of educational attainment, and salaries are often cited both as a reason why college students do not pursue teaching and as a driver of attrition among current teachers. Another barrier to entering and staying in the teaching profession is the cost of investments to become a teacher, along with the cost of attaining a higher degree or additional credential-requirements that have become not only more common for career advancement but also more expensive over time. This report analyzes one condition that is intertwined with teacher compensation, preparation and credentialing, and job-related stress: student loan debt. Against the backdrop of the current state of teaching, the strains arising from student loans and the return to repayment could pose additional challenges not only for teachers but also for policymakers and school leaders who want to support a highly qualified, stable, and diverse teaching workforce. Using data from the National Teacher and Principal Survey from 2020-21, this report describes the state of student loan borrowing and repayment among full-time, public school teachers and explores whether student loan burdens differ by teacher characteristics. The analyses also examine the extent to which student loan debt is associated with teachers' well-being and employment decisions. The report concludes with recommendations that support the expansion of programs that alleviate or minimize the costs of comprehensive teacher preparation and credentialing; improve teaching conditions; and promote high-quality preparation, career advancement, and retention. [This research was supported by Skyline Foundation.]