Problematizing the notion of teacher shortage, the author asserts the complexity of intersecting systems that impact teacher pathways and school staffing. By assuming a collective responsibility for supporting teachers from pre-service into in-service roles, stakeholders can work across these systems to enact local solutions. Data from the City University of New York--a large public, urban university system--are presented to explore multiple issues impacting teacher pipelines. Support strategies and examples involve higher education, public school districts, state government and other partners.