Teacher retention has been a national focus of research for several decades (Gray & Taie, 2015). In California specifically, the number of novice teachers who leave the field within the first 5 years ranges from 19% to 30% (Darling-Hammond et al., 2018). Despite the broad base of research that has examined teacher retention issues, limited research exists in the education arena around the role hiring processes play in education. Grounded in the framework of human capital theory, this study explored the role that the hiring process plays in retention of novice teachers. A collective case study approach was implemented to gain an in-depth understanding of the perceptions and role of the hiring processes in a single school district on the retention of novice teachers. In a cross-case analysis, findings indicate that the hiring process supports the retention of novice teachers in aligning culture and values, determining "fit", and connection between the novice teacher and the district. Furthermore, there exists varied perceptions on the purpose and effectiveness of the hiring process by participants. In addition to extending current research on districts' hiring processes, this study seeks to inform better practices in novice teacher retention through the systematic practice of hiring. [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.]