The field of special education is currently in the grip of a pressing polycrisis, a convergence of multiple issues that collectively pose a significant threat. These issues, including a nationwide shortage of U.S. special education teachers, particularly in rural areas; declining enrollment in teacher preparation programs; and high teacher attrition rates due to stress and workload are urgent and demand immediate attention. To address this polycrisis, the paper’s authors propose a novel approach to undergraduate special education teacher preparation in a rural university setting: a birth–age 21 program. Key features of the program’s design will be reviewed, such as (a) a unified curriculum aligned with competencies and standards from early childhood and K–21 special education; (b) an emphasis on culturally responsive, family-centered practices; and (c) the prioritization of undergraduate student well-being and mental health, allowing space for personal development and interests. This article will close with potential benefits of a birth–age 21 teacher preparation program and recommendations for the field of special education and teacher educators.
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