Beyond engagement in activities required for regulatory compliance, HBCC early educators decide for themselves whether and in what ways to participate in the outside system components (e.g., pursuing a quality rating, approval to offer subsidy care) available to them. Home-based early educators’ decisions to engage in outside system components are based on their personal motivations, the professional goals they have for themselves, and their ability to sustain interest and effort toward these goals. Motivated action and goal-achievement are influenced by personal values (Schwartz, 1992), intrinsic professional motivation (Forry et al., 2013), and grit (Duckworth et al., 2007). The overall aim of this dissertation is to explore the role of characteristics (i.e., personal and professional motivation and grit) in HBCC early educators’ engagement with the resources and supports available to them within outside systems in Oregon. (author abstract)