Purpose: This study replicates and extends prior research on principal hiring preferences and conceptualizations of teacher "fit." We investigate the specific fit dimensions principals value, the contextual factors informing their fit conceptualizations, and the implications of fit-based hiring for schools and candidates. By shedding light on these critical issues, our research advances theory and practice related to teacher selection and organizational fit in education. Design/methodology/approach: Semi-structured interviews were conducted with principals, teachers and central office administrators in a mid-sized, collaborative-oriented US suburban school district to explore their perceptions of fit and experiences with hiring practices, with a focus on principal perceptions. Findings: Principals prioritized candidates' alignment with school values and work group compatibility over job-specific skills when assessing fit. They sought candidates who could both assimilate into and add value to the school culture. As key decision-makers, principals interpreted fit in ways that matched organizational and community expectations, translating these expectations into hiring decisions. Research limitations/implications The study's small, homogeneous sample from a single district limits generalizability. Additionally, the teacher applicant pool in the district studied was large enough that principals could base some hiring decisions on fit. Originality/value: Departing from previous studies, this research finds that principals prioritize school culture and team fit over job qualifications when hiring. The study provides fresh perspectives on how principals perceive candidate fit and makes a unique contribution by examining fit perceptions through a novel application of a theoretical framework.