The shortage of teachers in secondary education sector in Cameroon is worrisome. This article examines the practices of teacher recruitment and retention in public secondary school in Cameroon and China by looking at managerial practices. The comparison aimed at finding out what Cameroon could learn from China. The literature review shows very limited comparative studies on teacher recruitment and retention practices. Most studies focused on single countries and particular issues or groups of teachers/schools. This study, however, involves two case studies, especially with China as a country of strong reforms habit. The study employs qualitative approach in which both document analysis and semi-structured in-depth interviews were examined. Documents, including policies, administrative files and trusted reports, depict a macro picture of teacher recruitment and retention in both countries. The interviews data, analysed thematically, aimed to support information from documents. There were 58 respondents participated in the study. The study found out many differences between the two systems. It argued that practices, such as decentralising teacher recruitment, establishing special/affirmative policies for teacher recruitment in underdeveloped areas, improving teachers' living conditions, cooperation between educational stakeholders in developed and disadvantaged areas, and urbanising rural areas' schools are all good experiences Cameroon might learn from China.