The purpose of this study was to explore automotive technician and automotive technician educator's obstacles and expectations they faced during their educational and occupational endeavors. Constructivism and social constructivism were used as theoretical frameworks. Autoethnography was the selected qualitative research method. Using an interpretive process several convergent topics were identified: education encouraging professional interests, professional obstacles, challenging normalcies, training and educating automotive technicians, the drive for professional certification, bridging the gap between industry and education, experience, patience, and exposure. Several methods are recommended to help future automotive technicians and automotive technician educators overcome obstacles they might face, which include the development of case studies for educational validity, enhancing active learning practices, and developing competency-based curriculum for occupational preparation. Furthermore, engaging with a more diverse audience of automotive technicians and automotive technician educators in terms of numerical representation, environment of employment, and years of professional experience would provide broader perspectives not captured during this research. [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.]