This study focused on the initial reasons individuals enter and complete the teacher education program, and pass the state test. These same individuals do not enter the public school classroom. This study identified meaningful categories for incidents reported as effective or helpful to successfully facilitating their decision to enter and complete the teacher education program. A qualitative research design utilizing the critical incident technique was used to identify effective critical incidents of individuals' decision to enter the teacher education program. The panel of experts developed 9 categories under which each response fell. The final categories for effective (i.e., helpful) critical incidents facilitating the decision to enter the teacher education program in rank order and definition were as follows: (1) Loves Kids/Loves Teaching: An enjoyment of teaching and working with children; (2) Benefits of Profession: Rewards of teaching including the teaching work schedule; (3) Career Opportunities: Occupational prospects and job availability in the teaching profession; (4) Modeling: Positive examples of teachers and professors in the teaching profession; (5) Teacher Education Preparation: Professional training and experience in teacher education; (6) Personal Influences: Persuasion to enter the teacher education program through family, friends, and acquaintances; (7) Convenience: Ease of the program, location of the school, and times of the classes; (8) Previous Exposure: Prior contact and exposure to the school setting and children; and (9) Non-discernable: Responses that were individual in nature and did not fit an established category.