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This nationwide study explores the professional identity of technology and engineering education (TEE) teachers and the impacts of this identity on retention and attrition decisions. Using existing literature on retention and attrition research within general education and other STEM education areas as a guide, this study made use of a phenomenological case study approach. Participants were reached using respondent driven sampling in which an initial recruitment contact list containing current technology and engineering education teachers, industry professionals, and higher education professionals. This initial list was asked to forward the request for participation to others who fit the criteria needed for study participation. A total of 21 participants participated in a demographic survey, a semi-structured interview, and a card-sorting activity. A theoretical framework based on the identity research of James Gee was used to structure the questions used in the semi-structured interview, as well as the data analysis (Gee, 2000). The four identity perspectives within this framework are discussed and findings showed that each of these perspectives has an impact on teacher development. Within the N-identity, the factors of gender and race were identified as influencers for the experiences and subsequent development of the participants in this study. Within the I-identity, influences that were introduced to the participants based on their places of work were identified and discussed. These influences included their preservice education programs, any state mandated teaching license and credential requirements, school settings and administration teams, and influences for entering the profession. Within the D-identity, descriptors of TEE professionals were identified through the perspective of the current and former teachers. Some of these characteristics include qualities of leadership, problem solving, resourcefulness, and adaptability. Many of these qualities emerge to meet the needs of their students in their creation of a positive learning environment. Finally, within the A-identity, a list of affinitive practices for TEE were listed and discussed. These practices were found to be a part of the TEE experience shared by the current teachers and echoed in the past experiences of the former teachers. Many of these practices were developed as a response to problem solving to meet the needs of their students or the expectations placed on them professionally. Factors for retention and attrition were identified, revealing that professionals both currently in and out of the classroom placed a high value on the relationships within their professional settings. These relationships can be heavily influenced by the culture within a school which are largely set and maintained by the leadership structures within the school and the community. While these factors held a different level of importance for members within both the current and former teacher cases, it was revealed that the majority of those in the former case entered the TEE profession with goals that would ultimately remove them from the classroom regardless of their environments. Others would leave with a need for more as a result of their experiences. Those current teachers who choose to remain in the classroom, despite negative experiences, do so out of loyalty to their students and coworkers. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]