Using the Korea Educational Statistics data, this study investigated how beginning teachers are appointed to each school in Seoul. The data include five-years longitudinal information of the beginning teachers’ appointment pattern from 2007 to 2011. Until now, we have little information about whom is appointed to a new school in Seoul. Currently, teachers are rotated based on school rotation policy attributable to the seniority and the preference. Thus, most teachers can select the schools with good school conditions. But the beginning teachers have no option to select the schools having good working conditions. We found that the beginning teachers tended to concentrate in the schools with poor working environments, but the senior teachers move to the good schools located in the rich districts. The ratio of students with above average level of achievement, the ratio of entering colleges, the proportion of free school fee, local financial subsidies to school, and the number of private institutions are related to each other and to the number of beginning teachers at each level of elementary, middle, and high schools. Suggestions and implications of conducting a future study on beginning teachers’ appointment in each public school to solve the gaps of teachers’ quality are also discussed.