In this article, the author details the findings of a study of completers during their last semester of a Master of Arts in Teaching (MAT) program in special education. The purpose of this multiple-case study was to understand how the extent to which the program was implemented, the participants' background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities, examined the teachers' sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers. Findings indicated that nonacademic characteristics, applied preparation in content and pedagogy, and a supportive context were important to the success of these beginning teachers. (Contains 2 tables.)