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Although considerable attention has been directed at understanding second-career teachers (SCTs), few studies appear in the literature that have reported on opinions and viewpoints about SCTs. This study is an in-depth examination that explores the attitudes held about SCTs. The focus of this study is to apply an innovative methodology in education research in order to understand the attitudes teachers, and building and district administrators have toward SCTs. In K-12 public education, the general focus has been to adopt a positivist paradigm and seek objective measures; however, this study employs a constructivist approach measuring intersubjectivity among public school teachers and administrators using Q methodology. The study analyzed data from 43 teachers and administrators in Suffolk and Nassau Counties in New York. This dissertation identifies and examines 5 major shared viewpoints held by practicing teachers and school administrators about SCTs. The study also demonstrates the relative prevalence of each identified shared viewpoint about SCTs and the way identified models reflect disagreements, consensus, and absence of salience in views about SCTs. The study examines the impact of personal and demographic characteristics of teachers' and administrators' formal roles, gender, the year of first bachelor's degree earned, professional teaching experience, administrative experience, and first-career versus second-career status. The dissertation findings have implications for educational research, theory, policy, and professional practice. Recommendations are offered to rethink views about SCTs and re-envision a fundamental, philosophical shift in the views teachers and administrators have about SCTs. [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.]