Previous research has shown that while pre-service teachers' formation of their professional identity is shaped by their own teaching and learning experiences, pre-service programmes can make a difference. Our study examines pre-service teachers' professional identity development at the point of entry and exit of their 4-year undergraduate initial teacher preparation programme. Our study aims to establish a baseline understanding of their perceptions about teaching before they embark on the initial teacher preparation programme and to explore the changes in their perceptions (if any) at the point of graduation from the programme. The implications of the findings are discussed in terms of informing admission criteria into the programmes, how initial teacher preparation programmes can be enhanced and key areas of focus for beginning teacher induction programmes.