Tremendous teacher shortages and shifts in the preparation of technology and engineering (T&E) teachers have been occurring for some time (Litowitz, 2014; Moye, 2009; Volk, 1997, 2019). The training and certification of these teachers is extremely varied since each state certifies T&E teachers independently and most states offer several pathways to certification. Virginia, for example, has approved collegiate programs leading to licensure as well as several alternative routes for career and content switchers (i.e., teachers holding a license in one area of education who are working to get licensed in T&E education) (Commonwealth of Virginia, 2019). While alternative licensure provides streamlined pathways for educators to become certified in T&E education, participants likely do not receive the depth of training that preservice teachers do in formal T&E teacher preparation programs. Put another way, alternative licensure programs certify individuals to become teachers, but they do not guarantee that they are fully qualified (Love & Roy, 2017). Discipline-specific history, epistemology, and laboratory safety and maintenance require extensive training in T&E education (Ferguson & Reed, 2019). The article will describe T&E education workshops implemented in Virginia to aid career and content switchers not formally trained in laboratory safety.