This research report from Utah Education Policy Center (UEPC) shares findings from a mixed-methods study that explored preservice teachers’ interest and understanding of the special education teaching profession. Drawing upon data collected from 260 surveys administered by UEPC, the findings revealed two major themes: (1) preservice teachers were more likely to be interested in special education based on past work experience, advice from mentors, and perceptions of teacher workload, and (2) preservice teachers interested in special education held a commitment to making an impact, developing personal connections, and promoting inclusivity in education. In addition, preservice teachers who planned to teach general education shared similar motivations, but they felt less effective in teaching students with disabilities and perceived special education teachers’ workload as more difficult. The report concludes with policy and program considerations to strengthen the pipeline to special education, including high-quality fieldwork and professional experiences as well as integration of special education in general education preparation programs.