Instruction, education, and learner achievement in Science, Technology, Engineering, and Mathematics (STEM) fields within educational institutions have been thoroughly examined in rural schools. Research indicates that while multiple factors affect the instruction and learning of these disciplines, in rural schools, teacher recruitment and retention appear to exert the most influence on learner knowledge of these topics. A qualitative case study, framed within an interpretive paradigm, was done in two rural schools. Data was collected through semi- structured individual interviews with seven teachers allocated mathematics, natural science, and physical science in grades 9 and 11 and focus group discussions with ten learners taught by the selected teachers. The study indicated that the recruitment and retention of STEM educators remains a challenge, both in terms of attracting STEM teachers to schools and in securing and maintaining competent and experienced individuals. This impacts the distribution of available educators and the learning stability of STEM learners. Implications of this study include influencing national and provincial education authorities about inadequacies in rural teacher recruitment, especially in STEM disciplines. Furthermore, comprehensive mentorship and professional support must be established for teachers allocated to these schools, without the obligation to meet the same standards as accomplished educators in other institutions. The research advocates for the implementation of adjusted compensation for teachers in rural schools to attract more skilled professionals to these institutions. Secure housing options must be accessible for educators opting to work in rural areas, regardless of their current residence.

Keywords: Recruitment, retention, STEM teachers, teaching and learning.