The education system in California currently faces three major challenges--teacher shortage, lack of diversity in the teacher population in terms of gender and ethnicity, and a need for more effective teachers. After school programs have the potential of addressing all these challenges in a cost-effective manner. However, for these programs to achieve their full potential, greater understanding and systemic changes are needed to positively impact the transition of after school employees to the teaching profession. Three kinds of factors affecting after school employees--biographical, societal, and imbedded practices--were studied to understand what motivates them to transition to becoming credentialed teachers. Biography addresses how to find those willing to enter the workforce. Society determines how suitable they are for the profession. Imbedded practices take into consideration the extent and role of teacher preparation enabled by after-school programs. An existential phenomenological approach was used to analyze the data collected through in-depth interviews and surveys of current after-school employees to derive the essential meaning of experiences from expressed meanings. In terms of biographical factors, interviewees indicated that their desire to work with children motivated them the most. The positive results of their efforts reflected in students' behavior and academics; and validation from students and parents further motivated them. In terms of societal factors, informal educators' ability to identify with the role of a teacher and to be effective in it were the key motivating factors. In terms of imbedded practices, the support extended by both the educational system and credentialed teachers in after-school programs motivated interviewees to enter the workforce as credentialed teachers. A key recommendation from this study is that programs like Leadership for Student Success through After-School Program be offered to principals to help them learn the best practices to align instructional day with after-school programs. Accrediting bodies should encourage professional associations to offer programs and guidance for the after school system. A recommendation for state policy is that a regulatory strategy requiring beginning educators to gain experience working in a publicly funded after-school program at early stages in their career be implemented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]