This qualitative study, utilizing Expectancy Value Theory (EVT) as a guiding framework, delves into the motivations and preferences of alternatively certified School-Based Agricultural Education (SBAE) teachers in Ohio regarding their engagement with Teacher Professional Development (TPD). Through individual interviews with 10 alternatively certified SBAE teachers, three overarching themes emerge: "Navigating Challenges in SBAE Teacher Professional Development," "Weaving Wisdom for Workforce Preparedness," and "Navigating Nuances in SBAE." These themes shed light on various aspects of the challenges encountered by alternatively certified SBAE teachers and offer recommendations for effective solutions. The discussion transitions from exploring these challenges to examining the multifaceted roles played by SBAE teachers in shaping agricultural education programs. Future research should prioritize evaluating the effectiveness of ready-to-implement TPD initiatives, exploring innovative delivery methods like virtual simulations and mentorship programs to enhance accessibility and efficacy, thereby fostering a supportive ecosystem for continuous growth and professional development within agricultural education. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]