The shortage of certified teachers is a nationwide issue, exacerbated by the COVID-19 pandemic. School systems, government agencies and higher education institutions continue to research solutions in order to fill the teacher pipeline. This research was a response to two pressing issues. First, generally, there is a shortage of teachers and non-certified school staff are a skillful and largely untapped resource that can help to fill the teacher pipeline. Second, more teachers of color are needed in our schools and non-certified staff are more likely to be people of color, hence my focus in my sample. Through this research the top barriers for those interviewed were (a) financial, including program cost and time off for practicum, (b) balancing the demands of life, and (c) course and program requirements. Interestingly, and in contrast to the research, participants did not mention testing as a barrier to entry. The program elements participants found important to help them enter the teaching pipeline complimented the barriers identified and included financial aid, grants, scholarships, working while satisfying clinical components, and a hybrid program to achieve a work/school/life balance. [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.]