This explanatory sequential mixed methods study examined teacher sorting patterns in Georgia schools. Teacher and school characteristics from a sample of 1,057 Georgia elementary schools were examined in the quantitative phase while, for the qualitative phase, interviews with five human resources directors provided a better understanding of the teacher sorting documented in the quantitative phase. Results from this study demonstrated that teacher quality gaps existed across Georgia elementary schools. Additionally, economically disadvantaged students were more likely to be taught by less experienced and lower paid teachers. Particular geographic locales also employed more experienced and higher paid teachers than did others. Teacher sorting based on school characteristics was also found within geographic locales. Human resources directors explained how teacher sorting occurred in what were geographically small labor markets. Reasons for this sorting included salaries, local amenities, student demographics, and building leadership. This study contributes to the literature on teacher sorting by corroborating other studies that suggested teacher sorting is affected by salary and student demographics, while supplementing the few studies analyzing the role of geography on teacher quality gaps. This study was the first to investigate the role of human resources directors in teacher sorting. Implications from the findings in this study could be used by policymakers to reduce educational inequalities.