This study examined the teaching performance, academic achievement, and perceived staff value of teachers recruited through the Chesapeake Career Commitment Program as compared to those teachers recruited through a more traditional method. The problem statement of this study was to determine what differences existed between the Career Commitment teachers and the traditionally recruited teachers. Grade point averages, scores on the National Teachers Examination, evaluation of teaching performance by the respective principals, evaluation of teaching performance by the central office evaluator, and the staff value of teachers expressed by ranking scores were analyzed for both the Chesapeake Career Commitment teachers and the traditionally recruited teachers. Additionally, the reasons stated of both groups for accepting employment with Chesapeake Public Schools, and the retention rate for both groups was investigated. The subjects in this study were the 1985 Career Commitment teachers and certain selected teachers who were matched with the career teachers. The matched teachers were selected because they had not taught before and were assigned to the same school as was a Career Commitment teacher. Related literature was examined regarding supply and demand of teachers, recruitment, the need for quality teachers, measures of academic achievement, teacher retention and the development of Chesapeakes' Career Commitment Program. The findings reveal a measurable difference between the performance of teachers recruited through the Career Commitment Program and those teachers recruited in the traditional method exists. Findings suggest that: (1) the Chesapeake Career Commitment Program is very successful and should not only be continued but expanded beyond the present scope, and (2) that it may, if properly structured be equally effective to recruit and hire teachers prior to conclusion of all classwork and student teaching rather than observe the traditional delay until all educational work is completed. The principals, as a group, viewed the Career Commitment teachers as being more of a staff asset than the traditionally recruited teachers. / Ed. D.