A modified Delphi technique was used to identify the key factors that lead individuals to enter technology education doctoral programs focusing on teacher education. Two Delphi panels were established. The first consisted of 15 recent doctoral graduates with technology education degrees focusing on teacher education. The second panel consisted of 30 practicing technology education teachers who had master's degrees and were identified by their state vocational director as outstanding candidates for doctoral studies. The doctoral graduates' response rates for both Delphi rounds were 60.0%. The technology education teachers' respective response rates for the two rounds were 70.0% and 63.3%, respectively. The doctoral graduates rated their personal goals and desire as the top positive influence in enrolling in and completing a doctoral program in technology education. The technology education teachers also noted that their personal goals and desire would provide them the most positive influence for entering a doctoral program. Although no statistical analysis was completed on the second-round data, doctoral graduates' ratings of the importance of personal goals and desire were nearly twice as high as those of technology education teachers. It was recommended that universities with doctoral programs in technology education design flexible doctoral programs that include distance education and a reduction in time commitment. (Contains 10 references.) (MN)