This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson's (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers' motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers' values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students' Freshman/Sophomore year to students' Graduate year. Qualitative results demonstrated a greater frequency of responses for "social utility values," "intrinsic motivation," "positive prior teaching and learning experiences," "career development aspirations," and "epistemic values." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]