As other countries are tackling similar issues, much can be learned from strategies that have been implemented in various contexts and OECD countries and that have been shown to be effective in building a quality teaching workforce. In the following sections, this chapter provides an overview, based on the data available, of the current profile of the secondary school teacher workforce in Kazakhstan and attempts, whenever possible, to situate these data within the international context. The final section of the chapter on teachers discusses policies for attracting, developing and retaining effective teachers. Key areas of focus include initial teacher education and licensing requirements, induction and mentoring, in-service professional development, professional autonomy and teacher input in decision making, salary scheme, and status of the profession.