California's K-12 education system is the largest in the nation, with over six million students and three hundred thousand teachers. As CCST's 2002 report, Critical Path Analysis of California's Science and Technology Education System indicated, many students are graduating without the basic skills needed to succeed in California's high-tech industries. That study called on industry, academic, and government leaders to work together to overhaul science and engineering education, to increase enrollment in these subjects, and to expand the state's ability to research S&T educational issues. Further research by the Center for the Future of Teaching and Learning (CFTL) has underscored what appears to be a serious shortage of qualified math and science teachers. To formulate recommendations for addressing this shortage, it is necessary to define and quantify the science and math workforce and skills gap and identify appropriate strategies for California to enhance its production of science and math teachers.

The "normal" teacher production route route involves proceeding earning a baccalaureate (possibly with a detour through a community college first), enrolling in a traditional post-baccalaureate teacher preparation program, and entering the classroom with a preliminary credential. This credential may be held for up to five years while the teacher completes induction (new teacher training and mentoring) and earns a full clear credential.

A variety of alternative routes have been proposed which bypass the traditional post-baccalaureate program. Internships are among the most popular of these; some internship programs are considered compliant with federal guidelines, others are not. Districts also retain the ability to fill vacancies in their staff at their discretion.

California's Math and Science Teachers: A Critical Path Analysis is a joint project between CCST and CFTL examining different aspects of science and math teacher production, retention, and professional development. Eight researchers have produced seven reports on math and science teacher recruitment, production, and retention to comprehensively map the system. This project is being funded in part by the Stuart Foundation.