Recruiting and retaining effective teachers is critical to school turnaround. However, research on how improving educator quality in low-performing schools contributes to school improvement is largely situated in urban settings. This study examines staffing practices through a descriptive analysis of the first cohort of Comprehensive Support and Improvement (CSI) schools in North Carolina. In the 94 schools slated for turnaround, ineffective teachers in rural schools were less likely to turn over than in non-rural schools. Instead of filling vacancies with more effective teachers than they lost, rural schools tended to assign their more effective teachers to tested grades and subjects.