Abstract
In this qualitative study, we identify the complexity of the transitioning identities of four STEM career changers to better inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of a student again on their path toward a new career in teaching. Findings suggest the career changers relied upon their identities from their previous careers to engage students in science; however, support is needed, both in terms of the coursework and returning to be a student again. Additionally, support is necessary for intervening in difficult placements and work situations as these STEM career changers make the transition to their newly chosen career of teaching science.
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