Early Childhood Special Educator Teacher Candidates’ Journeys into the Profession

Given a shortage of qualified early childhood special education teachers, attracting more individuals to the profession is an important task. I conducted a qualitative study examining early childhood special education teacher candidates’ ( N = 13) journeys into teaching. I found that sociocultural contexts and past experiences, especially with disability and education, influenced teacher candidates’ decisions. Using the results, I discuss implications for U.S. teacher recruitment and preparation, with a focus on expanding access to the profession.