One of the most common questions teachers ask when exploring graduate credits for teachers online is whether those credits can eventually count toward a master’s degree. It is a smart question — and the answer depends entirely on which university issued the credits and which master’s program you are considering.
The short version: graduate credits earned through regionally accredited university partners can, in many cases, be applied toward a master’s degree — but this is not automatic, and it is not guaranteed. Understanding how the process works, what questions to ask, and what to realistically expect will help you make a much more informed decision about which credits to pursue and in what order.
This article explains how graduate credits for teachers online work in relation to master’s degree programs, what “stackable” credits actually means, and how to approach the question of degree completion strategically.
What Graduate Credits for Teachers Online Actually Are
When a teacher earns graduate credits through a provider like Credits for Teachers, those credits are awarded by a university partner — not by the course provider itself. Credits for Teachers works with four regionally accredited university partners: University of Massachusetts Global (WSCUC-accredited), Valley City State University (HLC), Adams State University (HLC), and Colorado State University Pueblo (HLC).
Upon completing a course, the teacher receives an official transcript from the university partner showing graduate-level credit hours. These credits are classified as post-baccalaureate graduate credits — meaning they are graduate-level, but they are not part of a degree program. They are awarded for professional development purposes.
This distinction matters when it comes to master’s degree programs. Post-baccalaureate credits and degree-program credits are not the same thing, even when they come from the same university. A graduate credit earned through a professional development course is not automatically transferable into a degree program — but it may be, depending on the institution.
Can These Credits Transfer Into a Master’s Program?
The answer is: sometimes yes, sometimes no, and it depends on the specific master’s program you are considering.
Most master’s programs allow a limited number of transfer credits — commonly between 6 and 12 semester hours out of a 30–36 credit degree program. The credits must meet several criteria to be considered:
- They must be graduate-level (not undergraduate)
- They must come from a regionally accredited institution
- They must be relevant to the degree program’s subject matter
- They must have been earned within a certain time window (often 5–7 years)
- A grade of B or better is typically required
Graduate credits earned through CFT’s university partners meet the first two criteria by definition. Whether they meet the subject matter and recency requirements depends on the specific courses taken and the specific master’s program.
| Program Type | Transfer Friendliness | Why |
|---|---|---|
| M.Ed. in Curriculum & Instruction | Most Flexible | Subject matter aligns naturally with teacher PD courses |
| M.Ed. in Educational Leadership | Most Flexible | Broad topic coverage; many PD courses qualify |
| M.Ed. in Special Education | Moderate | Requires subject-area alignment; some courses qualify |
| M.A. in Teaching (MAT) | Moderate | Depends on institution; varies widely |
| Highly selective or specialized programs | Least Flexible | Tightly prescribed course sequences; few transfer credits accepted |
The practical implication: if earning a master’s degree is a goal, it is worth researching transfer credit policies before choosing which graduate credits to pursue — not after. A few hours of research upfront can save significant time and money.
The “Stackable Credits” Model
Some institutions have developed what are called “stackable credential” programs — structured pathways where professional development credits are explicitly designed to count toward a degree. This model is becoming more common as universities recognize that working teachers need flexible, incremental pathways to graduate degrees.
Under a stackable model, a teacher might complete 9–12 graduate credits through a professional development provider, apply those credits toward a master’s program at a partner institution, complete the remaining 18–24 credits within the degree program, and graduate with a full M.Ed. degree. This is different from a standard transfer credit arrangement because the credits are pre-approved for the degree program rather than evaluated case-by-case after the fact.
Credits for Teachers’ university partners offer pathways that some teachers have used to stack credits toward a degree. University of Massachusetts Global, for example, offers M.Ed. programs in curriculum and instruction and educational leadership. Teachers who have completed CFT courses through UMass Global as a university partner have, in some cases, applied those credits toward UMass Global degree programs — though this is subject to the program’s transfer credit policies and should be confirmed directly with the university’s admissions office before enrolling.
Explore Graduate-Level Courses
Self-paced, 100% online, and starting at $349. Choose courses in curriculum, instruction, leadership, and more — all awarded through regionally accredited university partners.
Credits for Salary vs. Credits for a Degree: Not Mutually Exclusive
For most teachers, the decision about graduate credits comes down to one of two goals — or both simultaneously.
Goal 1: Salary advancement. Graduate credits move you across salary lanes on your district’s schedule. A teacher who earns 15 graduate credits beyond their bachelor’s degree typically qualifies for a BA+15 lane change. A teacher who earns a master’s degree plus 30 additional credits qualifies for MA+30. The salary difference between lanes can be $3,000 to $12,000 per year depending on the district. See the companion article How Many Graduate Credits Do Teachers Need to Move Up the Salary Schedule? for a full breakdown of lane structures and earnings differences.
Goal 2: Degree completion. A master’s degree unlocks the MA lane on the salary schedule — typically the largest single salary jump available — and may be required for certain administrative or specialist roles. It also satisfies renewal requirements in most states.
The good news is that these goals are not mutually exclusive. A teacher who earns graduate credits for salary advancement is simultaneously building toward a master’s degree — as long as those credits are from a regionally accredited institution and are in a relevant subject area. The strategic approach is to pursue credits that serve both goals at once: choose courses that are relevant to a potential master’s program, earn them through a regionally accredited university, and keep a record of your transcripts.
How to Research Transfer Credit Policies Before You Enroll
Before assuming that graduate credits will transfer into a specific master’s program, take these steps:
Step 1: Identify the master’s programs you are most likely to pursue. You do not need to commit — just narrow it to two or three realistic options based on subject area, cost, and format.
Step 2: Contact the graduate admissions office at each institution. Ask specifically: “Do you accept transfer credits from post-baccalaureate professional development courses? If so, how many, and what are the requirements?” Get the answer in writing if possible.
Step 3: Ask about the specific university partner. If you are considering CFT courses through UMass Global, ask the master’s program whether they accept transfer credits from UMass Global. The answer is more likely to be yes if the institutions have an existing relationship.
Step 4: Keep your transcripts. Official transcripts from your university partner are the documentation you will need for any transfer credit evaluation. Order them as soon as your grades are posted and keep copies on file.
What CFT Courses Are Best Suited for Master’s Degree Alignment
Not all professional development courses are equally well-suited for master’s degree transfer. Courses with the strongest alignment to M.Ed. programs tend to be in curriculum design and instructional strategies, educational technology and digital learning, classroom management and student engagement, differentiated instruction and learning differences, and educational leadership and school improvement.
When browsing courses at creditsforteachers.com/shop-courses/, look for courses in these core areas if degree completion is a long-term goal. The courses are the same price regardless of topic — $349 per course with college credit — so choosing strategically costs nothing extra.
See What a Lane Change Is Worth at Your District
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The Bottom Line
Graduate credits for teachers earned online through regionally accredited university partners can count toward a master’s degree — but this is not automatic. Whether credits transfer depends on the specific master’s program, the subject matter of the courses, and the institution’s transfer credit policies.
For most teachers, the practical approach is to earn graduate credits that serve the immediate goals of salary advancement and license renewal, while keeping degree completion as a parallel long-term objective. Credits earned through regionally accredited university partners are the right foundation for both.
If you are still exploring the cost side of the equation, the hub article Inexpensive Graduate Credits for Teachers: How to Find Affordable Options covers how to find affordable accredited providers and what to look for. And if you have questions about whether your district will accept the credits, the district approval tool can get you a definitive answer in minutes.