The challenge for teacher education to prepare all teachers to teach children with special needs is documented worldwide. In Tanzania, the implementation of different educational development programs reflects a substantial need for qualified educators and professionals in special education. In the wake of implementing inclusive education, educators and other professionals have a need, as never before, to update and improve their skills through professional development. However, professional development for educators and other professionals in special education has not been given a deserving attention. Therefore it is important to investigate professional development in special education. The study aimed at addressing two major issues of importance for professional development: motives and perceived outcomes among a group of educators participating in a B.Ed. Special Education program. The findings indicate that the motives as well as the outcomes are related to job competencies and qualifications as well as to career development. Participants also mention motives and outcomes related to supporting students with special needs ant their communities. The study contributes to a deeper understanding of professional development in Tanzania and the realities educators are facing when implementing educational reforms.