In this research brief, the authors present evidence on how the diversity of the teacher workforce changes as "prospective" teachers advance through the teacher pipeline: tracking from 12th grade students as some obtain the education and certifications required to be eligible to teach in public schools, and some apply to and are hired into public schools. The authors are not the first to examine the teacher pipeline in this way (e.g., see, Putman et al., 2016), but they advance the literature by incorporating increased (and more recent) knowledge about how changes in the demographics of individuals who advance through different junctures or "nodes" in the pipeline (e.g., graduating high school and college, taking required teacher licensure exams, etc.) affect the diversity of the teacher workforce. This technique is used to simulate how changes in the likelihood that different demographic groups advance through the pipeline would be expected to affect the diversity of the early teacher workforce.