The entrance of second-career professionals to the middle grades math/science education field indicates a shift from the typical work avenues to the field of Education. School culture/climate may also be affected by the insertion of older, experienced second-career professionals. Many educators will refer to the feeling of a "calling" to become an educator, but little is known why an individual would choose to teach middle grades (sixth-eighth) math/science after leaving an alternate career field. Unlike the past, individuals considering teaching today have more career options. There is a gap in the literature addressing middles grades second-career teachers' motivations, training experiences and their influence on the school culture/environment. The purpose of this qualitative case study was to understand the experiences, motivations, and obstacles that second-career educators face, and to determine their influence on a school's culture. Nine career-change professionals to middle school teaching participated in the study. Findings of this case study revealed a group of educators that require the same support that education majors receive, but offer leadership potential beyond the capabilities of new educators. Career-change professionals to education often times come with leadership experience from their previous field. The study findings may be applied to the fields of education, sociology, and even economics, as the changing of careers not only affects the individual and family but the economic welfare of society. [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.]