The present study explores the specific outlines and implementation characteristics of teacher training programs for teaching as a second career. These programs stand out for being socio-educational, aiming to foster leadership and generate a social value-based change through education. The study is based on a qualitative approach using case study methodology, and draws upon staff's interviews, meeting protocols, programmes' documents, and course syllabi. The findings reveal how these programs' content, structure, guiding principles, mode of operation, and the professional community of the staff collectively contribute to equipping teachers with the skills and mindset necessary for their socio-educational mission. The article presents a transition from a traditional worldview emphasising content-teaching skills to a holistic one where the teacher is a change leader. The study may offer a path for the designers of teacher education programs who wish their programs to lead to socio-educational change.