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The purpose of this phenomenological study was to investigate the career transition experiences of STEM professionals who became technology teachers at higher education institutions in Texas. The study was guided by the social cognitive career theory and transformative learning theory, which informed the research on how professionals perceive their transitions from STEM industry roles into academia. Accordingly, the study addressed two research questions: (RQ1) How do professionals with a STEM student background perceive their career decision from industry roles to IT and cybersecurity education and their professional identity? and (RQ2) What teaching methodologies do technologists with STEM backgrounds adopt when transitioning into IT and cybersecurity education? The research was conducted at higher education institutions in Texas with a sample of 17 participants, and data were collected through semi-structured interviews. Data analysis followed a phenomenological reduction process and thematic synthesis, resulting in a rich interpretation of participant experiences. The findings of this phenomenological study revealed STEM professionals experienced a missiondriven sense of purpose, reconstructed their professional identity, and drew upon their industry backgrounds as instructional capital to create student-centered, experiential learning. They further emphasized reflective pedagogy and mentorship, demonstrating that their transitions reshaped not only their own sense of purpose and identity but also the ways they contributed to student success and professional workforce preparation.