As school districts compete to attract and hire highly qualified teachers of diversity, human resource (HR) leaders in organizations face multiple challenges. Based on the benefit to students, particularly students of diversity, there is an impetus for the leaders within school districts to strive to increase the diversity of teachers working with students in their schools. In addition to the HR leaders, school principals play an integral role in the recruitment and hiring of teachers and thus in the school's overall success. To document the focused efforts on recruiting and hiring teachers of diversity, we used a phenomenology approach in our first research study. We interviewed nine school district HR leaders to document their goals, actions, and success in increasing teacher diversity within their districts. Our research included the analysis of data collected through interviews with HR leaders to document their perceptions of their responsibility for hiring, barriers to hiring, strategies for hiring, and indicators of success in increasing the percentage of diverse teachers. The goal of our research was to expand the base of knowledge and to fill the gap in the research literature pertaining to recruitment and hiring practices focused on teachers of diversity within K-12 educational settings. Findings from the phenomenological study led to a better understanding of the role HR leaders play in increasing teacher diversity, it also shed light on the fact that their position of power at the district level did not grant them the power to have the final say in which applicants were hired. We found that HR leaders shared being actively involved in outreach and recruitment but little to no follow up on who was actually hired by building level principals. The findings in the first study led to a focus on K-12 principals' philosophies and approaches to recruitment and hiring teachers of diversity for our second project. In the report of our second project, I collaborated with an experienced researcher, and we agreed that a cross-sectional survey research project, which involved collecting both quantitative and qualitative data from K-12 principals, would provide the best insight into how school leaders can recruit and hire teachers of diversity. Our findings show recruiting and hiring teachers of diversity proved to be of value to K-12 principals, but the overarching goal when seeking applicants and hiring teachers was a focus on student achievement and academic success. Trends that emerged indicate principals rely on their district and school web pages for job posting and recruitment efforts. This leads to an opportunity for further research on the marketing aspects various districts employ when searching for potential applicants. [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.]