Productive hiring practices can increase the opportunity that every student will be taught by an effective teacher. Integrity of hiring practices is sacrificed when decision-making models, methods, and protocols fall short due to improper implementation. To compensate for the lack of information generated from poor hiring resources and protocols, principals rely on heuristics and cognitive bias to help ease the stress of making decisions. This study highlighted heuristics and cognitive biases that are elevated during the hiring process. Comparisons were made between the hiring practices and the heuristics and cognitive biases used by principals in Mississippi schools. Data was generated utilizing a survey questionnaire that analyzed principal perception of various teacher hiring practices and principals' familiarity with and use of heuristics and cognitive biases that are elevated during decision-making. The data collected was examined using a one-way analysis of variance (ANOVA) statistical test and an independent t-test to determine any statistically significant differences between the sample means of each subgroup for each research question. The results indicated some statistically significant differences between mean scores reported categorically by principals in various teacher hiring practices, and in their familiarity with heuristics and cognitive biases and their use during the teacher hiring process. Learning more about the aspects of heuristics and cognitive biases can help principals understand the nuances of decision-making and identify pit-falls that may be present during the hiring process that are derailing the opportunity for school principals to hire the best teachers for their buildings. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]