Drawn from the authors' larger study of teaching artists in dance and theatre arts (Anderson and Risner, Hybrid Lives), this analysis investigated participants' (n = 172) attitudes and beliefs about the need and relevance of a teaching artist credential or certificate. Data were obtained through an in-depth, online survey, electronic questionnaires, and selected interviews. From those in the survey pool who indicated interest in completing an electronic questionnaire or interview, 10% (17 participants) were randomly selected (eight dance, nine theatre). Each questionnaire and interview protocol was unique to the participant's earlier survey data (quantitative and qualitative), as well as the participant's own interests and perspectives (Kvale & Brinkmann). The research explored the question: How do teaching artists perceive the need and usefulness of a credential program specifically designed for teaching artists in dance and theatre arts? This inquiry has attempted to provide the field with cogent and timely research that addresses Saraniero's 2009 call that "any type of certificate must be developed in conjunction with the teaching artist community." While this research does not speak for the teaching artist field as a whole, the authors hope that these findings move the collective profession forward from a more informed place rooted in teaching artists' perspectives, needs, and commitments to the field's professionalization and its wider recognition and elevation.