Earning a doctorate or a master’s degree takes time, patience and hard work. Thus, it is reasonable to assume that only a small fraction of the teacher-population holds a graduate education degree. But, educators have to continually develop as lifelong learners through engagement in graduate studies (Harvey, 2005). However, over time teachers participate less in professional development (Schambach & Blanton, 2001). This study identified the personal, employment and graduate education profiles; motivations; and the forces that affect the Secondary School Teachers’ quest for a graduate education degree. Descriptive-correlational design was adopted. Findings revealed that Family/Child Care Responsibilities and Course Fees are the forces perceived to restrain the pursuit of a graduate education degree. The driving forces are Family’s Support and Desire to increase Existing Knowledge. The strongest motivators for graduate students are for Professional Growth/Enhancement, and Prospect for Career Advancement/Promotion. Ethnicity, employment status and Present Rank established a relationship on the teachers’ motivation in the pursuit of graduate studies. With these, it can be inferred that no matter how great the restraining forces are if teachers are motivated, supported and committed to learning, earning a graduate education degree is possible.