Trade and industrial (T & I) occupational programs require teachers who are occupationally competent. Because of this premise, all states select teachers on the basis of their occupational expertise in spite of the possible limitation of little formal education in a teacher education program. Thus, provisions are made to hire teachers from industrial settings. A substantial number of teachers enter the profession after working a number of years in industry. From the teacher's perspective, this transition from working in skilled occupations to working in public education settings constitutes an important career change. Given the age of most of these teachers, this transition frequently involves what has come to be known as a midlife career change. Understanding the decision-making processes and factors influencing these decisions provides valuable information both to prospective teachers and to their potential employers. A statewide study of 35 male trade and industrial teachers in Indiana utilized questionnaires and follow-up interviews. The research showed that the subjects' primary reasons for choosing to teach were related to personal needs--desire to work with young people, desire to have a challenge, desire to make a difference. Their decisions were often spurred by teaching experiences in industry. From these findings are drawn suggestions for recruitment, teacher selection, and the administrator's influence over the work environment. (Findings are analyzed with accompanying practical tips in a hand-out type format.) (KC)