This study used a mixed methods approach to examine why teacher candidates choose to teach in a middle school. The study analyzed two populations of pre-service teachers in The College of New Jersey's (TCNJ) Secondary Education department: (a) students completing their first field experience in a middle school and (b) students who were part of TCNJ's first two middle school specialization cohorts. The first group of participants completed pre and post surveys surrounding their field experience and a sub-set of participants engaged in interviews. The second group of participants engaged in semi-structured interviews. The data revealed four major themes to underpin teacher candidates' motivations to teach in either a middle or high school: (a) impact; (b) perceptions of middle school; (c) content; and (d) job prospects. This knowledge is necessary for understanding how middle level teacher preparation programs recruit and retain strong candidates to teach in middle schools.