Administrators, designers, and instructors of teacher education programs need to be aware of their students' lives and experiences both inside and outside the classroom. This applies especially to students who are also stay-at-home mothers, trying to balance the demands of their personal and professional lives and to adjust to the differing expectations for each. This study explored the experiences of 10 stay-at-home mothers who decided to return to school to become teachers. Results indicate that the students felt motherhood helped them to be more tolerant and understanding. However, the students often found it difficult to balance their dual roles of mother and student. Implications for graduate teacher education programs include the need for flexibility in both course and program design.