Abstract
The critical shortage of special education teachers in the U.S. can be alleviated by transitioning paraeducators into certified teaching roles. This study investigates what motivates paraeducators to pursue teaching credentials. In this study, 11 paraeducators enrolled in a university-based credentialing program participated in semi-structured interviews. The results revealed five key motivational themes: personal fulfillment, professional growth, a strong desire to serve their community, purposeful career choice through life experiences, and encouragement from others. This research emphasizes the need to develop more accessible credential pathways for paraeducators. Leveraging this workforce could substantially address the shortage of special education teachers while improving educational outcomes for students with disabilities.