In this paper we merge two unsolved problems related to the teacher shortage crisis. First, it is well known that early career teachers are exiting the profession in the first five years. Secondly, a key solution to the teacher shortage crisis has been the career changer; yet this cohort are also likely to depart after their first few years of teaching. While these cohorts have been recruited to the profession, what has been less successful is their retention. During this study in Queensland, Australia, we interviewed 14 early-career career change teachers who, despite the narrative above, wished to remain in the profession long term. Our aim was to understand the factors encouraging the retention of this unique cohort and the role professionalism might play. Using inductive thematic analysis, we demonstrate how ‘new’ or ‘democratic professionalism’ dominated these teachers’ decisions to stay in teaching despite the highly regulatory educational environment in which they work. We argue that a (re)professionalisation of teaching is required to improve the retention of early-career career change teachers. Keywords: Teacher retention; career change teacher; early career teacher; professionalism

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