Research indicates that historical and social backgrounds influence individuals' motivation to teach and their commitment to teaching (Gordon, 2000; Su, Hawkins, Huang & Zhao, 2001). This article reports on a comparative study exploring the motivation to teach and the commitment to teaching among non-local prospective student teachers from mainland China and their Hong Kong local counterparts. This study was based on the accounts of prospective student teachers after their first semester of study at a teacher training institute, at which time they had not yet had the chance to observe or experience teaching in actual Hong Kong schools. Their motivation to teach might well change as they gain more and better understanding of the sociopolitical contexts of Hong Kong education and the institutional culture of Hong Kong schools. Thus, a longitudinal study following prospective student teachers over time to investigate fluctuations in their motivation to teach might provide insights into the interaction between their assessment and re-assessment of socio-cultural contexts, their evolving teaching identity and their motivation to teach. (Contains 1 table and 1 note.)