This article examines several questions related to the faculty shortage in special education. Using California as a case, the authors address these questions: (1) What were the personal and professional characteristics of current special education faculty preparing special education credential and doctoral candidates?; (2) What were the anticipated needs for special education faculty, statewide, over the next five years?; (3) How many special education doctoral candidates were being prepared in California?; and (4) What solutions could be implemented to increase the number and diversity of special education faculty? Results suggest that the number of special education doctoral programs in California and across the nation should be increased, and enrollments within existing programs should be expanded. (Contains 1 table and 1 figure.)