Schools can be hard-to-staff for a variety of different reasons. For example, researchers have documented the challenge urban and rural schools face because of their geographical locations (Berry, 2004). Others have noted the demanding nature of working with students who have significant academic, social, and emotional needs (Bullock, 2006). Because so many of the characteristics associated with hard-to-staff schools converge in alternative school settings, it is also important to examine the staffing circumstances particular to alternative schools. The first obstacle many alternative schools must overcome is people's views that they serve the worst of the worst types of students and are undesirable places to work (Escobar-Chaves, 2002). Applicants seeking employment through a school district central office can perhaps be persuaded to consider work in alternative schools with increased understanding and additional conversation. However, not all alternative schools are connected to traditional public-school districts such that prospective staff come through a centralized system. In Kansas, approximately 25 alternative schools are considered "stand-alone" schools. As such, they constitute a unique subgroup of alternative schools that are operated independently from traditional public-school districts and may lack broad recognition from educational jobseekers. In most cases, these schools provide specialized programming to students with significant intellectual, behavioral, and mental health needs. Thus, may need staff trained on emergency safety interventions, de-escalation techniques, and trauma informed care. They may also operate on a 24/7 basis and require staff to work on evenings and an extended school year. Examples of such stand stand-alone alternative schools in Kansas include Lakemary Center in Paola, Heartspring in Wichita, and Project Alternative (PA) operated by Greenbush on the grounds of Parsons State Hospital. What are the experiences of administrators responsible for staffing these types of stand-alone alternative schools? This is an important question to explore because while stand-alone alternative schools are uniquely different from their district-affiliated counterparts, they must meet the same state level requirements for hiring qualified staff. Since little attention has been given to stand-alone alternative schools, this study can advance shared understanding about the hiring strategies, challenges, and continued needs of this subset of alternative schools. [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/en-US/products/dissertations/individuals.shtml.]