This chapter explores how location is an important factor that impacts on recruiting and sustaining quality teachers in England. ‘Educational Isolation’ is used as a framework for examining the ways in which a school’s location in disadvantaged rural and coastal contexts can limit its maintenance of a quality workforce. Educationally isolated schools are characterised by their location in contexts that limit their access to the resources that support school improvement. The chapter emphasises that policy has largely focused on the needs of schools in socially disadvantaged urban communities which offer different potential for development because of their connectedness to wider infrastructure and culture. The ‘quality’ of teachers is examined in this context, with a focus on the higher numbers of unqualified teachers (and school leaders) in isolated schools. The chapter calls for policy-making to address such inequities.