As the field of special education (SE) examines issues related to supply and demand of SE teachers and faculty, an investigation of students currently enrolled in doctoral programs and doctoral graduates is an important perspective to consider. The results of two components of the "Special Education Faculty Needs Assessment" (SEFNA), focused on the aforementioned two populations, are described. Students enrolled in SE doctoral programs during the spring of 2009 (n = 1,263) and graduates of SE doctoral programs between 1999 and 2008 (n = 626) were surveyed about their educational backgrounds, experiences in applying to doctoral programs, doctoral programs and studies, postgraduation plans, postgraduation career choices, and background information. Results indicated that key predictors of doctoral students who become college and university faculty include the following: intent to pursue a faculty career, financial support (e.g., teaching assistantship, research assistantship, traineeship, fellowship), age when enrolling in a doctoral program, reduced time to complete the doctoral degree, and willingness to relocate after graduation for employment. Comparisons are made to results from the "2001 Faculty Shortage Study", a predecessor to SEFNA. (Contains 3 tables and 1 note.)