This study examined the career paths, work environments, educational experiences, family background, career plans, career, academic, and teacher, efficacy, as well as, demographic characteristics of paraeducators who became teachers and current paraeducators to explore whether self- efficacy plays a role in paraeducators' career decisions. Paraeducators in this study who became teachers described work environments that provided mastery teaching experiences, were social role models, and verbal encouragement to advance their careers. Paraeducators who planned to remain in the paraeducator role spent more of their work day performing general clerical duties. They worked less collaboratively with teachers to deliver instruction. They also received less encouragement to become teachers. The study has implications for two areas of practice. First, the quality of supervision of paraeducators is important for their career development. Second, the study also highlighted the need to clearly define paraeducator roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development.