The purpose of this study was to determine if certain variables predicted whether educators dropped out of a year-long, voluntary, professional learning program and whether participant characteristics predicted their attitudes and behaviors at the end of the program. Special educators volunteered to participate in the year-long program with their educational teams. A total of 206 educators and related service providers enrolled and completed at least one assignment. Of these participants, those who attended the single face-to-face meeting and those who took the program for college credit were statistically significantly more likely to complete the program than their peers. None of the other participant characteristics (e.g., age, years of experience, setting, role, knowledge and skill level, initial attitudes) predicted completion. These findings along with the additional study results suggest there are many unanswered questions in regard to what keeps individual school professionals inspired and motivated to change their practice.