The shortage of qualified teachers has become a growing concern across the United States. Teacher licensure reciprocity policies vary among all states and licensure types. The impact of these policies on recruiting qualified teachers is not yet fully understood. This study aimed to explore the relationship between teacher licensure reciprocity regulations and teacher shortages based on the theoretical foundations of critical policy analysis. This study used a sequential exploratory multiple methods research design to determine how reciprocal license requirements impact teacher shortages. The findings indicated no direct quantitative link between the variables, but qualitative data suggested that difficult reciprocity regulations may contribute to teachers leaving the profession. The study emphasized the need for further research and proposed that easing reciprocity requirements, in conjunction with other recruitment and retention strategies, could be a valuable approach to addressing the teacher shortage. By acknowledging inequities in licensure reciprocity, policymakers can develop more effective solutions to support a mobile teacher workforce. [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.]