Over the last decade of my professional career, I have felt increasingly out of place in the corporate setting and a lack of gratification from my work. I wanted to make a change, but the idea of leaving one company for another felt like a recipe for more of the same. That changed when I learned about UMass' Teach Next Year program. The idea of fast-tracking the education of new teachers to get them contributing to a community in need really hooked me. Up until this point, a career change like this felt like it would require years of additional schooling, but this program seemed more accessible. My involvement in my son's elementary education further pushed this career change from a nice idea to an active pursuit. I learned that in third grade, he would transition from learning to read to reading to learn, becoming more independent in his learning, critical thinking, and social skills. I realized that elementary school is more valuable to a person's growth than I had ever recognized, and that teaching at this level could help me achieve my goal of making a meaningful contribution. As I investigated teaching at the elementary level, I learned several key insights: * Massachusetts needs teachers in general, but there is a lack of male teachers at the elementary level. Data from the National Center for Educational Statistics (NCES) shows that only about 11% of elementary school teachers are male, a figure that has remained relatively stable over the past decades. * Boys are regularly behind girls in elementary school, specifically in reading and writing skills. The National Assessment of Educational Progress (NAEP) consistently shows that girls outperform boys in reading, and a study in the Review of Educational Research highlighted that girls generally perform better in reading and writing tasks, particularly during the early elementary years. * Boys are lacking role models. A study in the International Journal of Educational Research found that boys with male teachers showed increased interest and performance in reading, suggesting that the lack of male role models is one factor contributing to the gender gap. Just as I was considering Teach Next Year, I lost my job. Rather than being discouraged, I took advantage of the opportunity to accelerate my timeline. I learned about Merrimack's equally rewarding program that started in October and applied, determined to pursue this new path. In conclusion, this career transition has ignited a newfound sense of purpose and possibility after a decade of feeling unfulfilled in corporate work. With accessible programs like Teach Next Year and Merrimack's teacher preparation, I can now make a meaningful difference in the lives of young learners, particularly young boys who may benefit from male role models. This change represents not just a new job, but a chance to truly contribute to a community in need and find the gratification I have been seeking.