The motivations for choosing to teach in the Irish Further Education and Training (FET) sector as a second career are diverse, multifaceted, and under researched. This thesis explores the underlying motivations that drive individuals to pursue a career change to teach. It reveals the supports and challenges experienced by novice second-career teachers and examines the process of professional identity (trans-)formation. Second-career teachers bring a wealth of professional skills and experience into the classroom. This research uses a mixed methods design to identify the motivations behind career change. The quantitative data provides an overview of motivations as revealed through on online, anonymous survey. Qualitative data is provided by a focus group and interviews and offers deeper insights into the mix of altruistic-intrinsic and extrinsic motivations which have influenced the decision-making process. The identified motivations include altruistic-intrinsic motivation such as the positive impact of teachers and previous learning experiences within the FET sector, as well as a strong desire to work with adult learners. Extrinsic motivations for career change are evident. These motivations include the pursuit of career change driven by the need for secure employment, particularly during times of recession, as experienced by seasoned teachers. In contrast, novice teachers face insecurity in their career change. The influence of direct outreach from professional networks within the FET sector on career choice is apparent. Furthermore, the importance of personal and professional supports in facilitating a successful career change and overcoming imposter syndrome is clear. The process of professional identity (trans-)formation sees past professional experiences interact with a new role and is viewed through the lens of Mezirow's Transformational Learning Theory. Once again, job security and a supportive environment are acknowledged as important factors in the process of professional identity (trans-)formation.