The United States public education system is facing a possible shortage of several hundred thousand teachers over the next decade. To overcome the projected shortfall in teacher supply, schools of education of state university and college systems may need to look to the fastest growing segment of the college student population, the non-traditional student, defined as those who are either returning to or entering college at age 25 years and beyond. This study examined 1 segment of this non-traditional student population, defined by the researcher as Mid-Life Teacher Candidates (MLTCs), who enter teacher training in middle years after having worked for extended periods in other professions. Using a qualitative research approach employing individual interviews with 6 public school teachers who were former MLTCs, the researcher examined challenges they faced during teacher training in 3 areas: family, finances, and academics. Six themes emerged from analysis of the data: (a) a need for sufficient financial resources, (b) a need for an optimistic outlook toward future employment, (c) a need to adjust to academic work as a mature adult, (d) a need to balance academics with other obligations, (e) a need for strong family support, and (f) a need to overcome feelings of guilt and regret. The study concluded with recommendations on how to address the issues raised by these MLTCs that have implications for them and for other non-traditional students. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]