This study compares the criteria utilized by private and public school officials in the selection of beginning teachers. A similar study undertaken in Oregon (Webb 1980) was extended by incorporating private schools. Of the 117 California school districts sent questionnaires, 88 responded--a return rate of 75 percent. Twenty-nine of the private districts responded for a return rate of 64 percent; 59 of the 72 public districts returned completed questionnaires (82 percent). Forty-one criteria were included in the questionnaire: 4 academic criteria, 23 personal characteristics, and 14 teaching competencies. In general, private and public districts are looking for similar attributes in beginning teachers, with one major exception. Private districts view an applicant's personal religious or philosophical perspective as being very important, whereas public schools place little importance upon this criterion. Public and private districts are interested in the teaching competency of beginning teachers, particularly those competencies focusing on student and teacher interactions. Administrators want skilled classroom teachers who relate well to students and who have adequate but not necessarily excellent preparation in subject matter. Teacher educators should work closely with private and public schools while continuing to develop both the art and science of teaching regardless of public pressures, which actually may be contrary to known best practices. Further exploration is needed regarding what may be unique about private schools' hiring practices. (CJH)