There is little research on the experiences of international teachers recruited to work in urban schools in America. The purpose of this qualitative exploratory case study was to explore Caribbean international teachers' experiences during and after recruitment to teach in New York City public schools. Homans's social exchange theory provided the conceptual framework for this study. The research question was "How do Caribbean international teachers in NYC public schools describe their experiences during and after recruitment?" Data were collected from a purposeful sample of eight Caribbean teachers in one elementary school district in New York City through semi-structured, audio-taped, face-to-face interviews, and field notes. Data were analyzed with word-by-word, line-by-line coding. The themes that emerged were (a) recruitment assistance, (b) culture shock, (c) student achievement, (d) overcoming hurdles, (e) achieving job satisfaction, and (f) suggestions for future recruitment. Thematic analysis was then employed. The results based on the participants' responses revealed positive recruitment experiences and their initial culture shock. One recommendation was for human resource management to incorporate information technology to advertise jobs for prospective applicants so that international teacher recruits would become more familiar with the expectations for foreign assignments. Recruitment and selection of employees is a current global issue in industrial organizational psychology, therefore, there are implications for future research in this area which could benefit foreign workers, including international teachers, and bring about social change. [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.]