There is a high need for well-qualified teachers across all STEM content areas, especially in secondary physics. Our work examines why individuals choose to pursue physics teaching. This study, at a primarily undergraduate institution in the Northeastern United States, uses a modified version of Watt and Richardson's Factors Influencing Teacher Choice (FIT-Choice) model as an analytical frame to describe why individuals choose to teach physics. The study employed a mixed methods convergent design approach. Qualitative data sources include transcribed interviews (with physics/secondary education majors and physics faculty), providing multiple perspectives on students' choice to pursue teaching, and one open-ended survey item. Quantitative data sources include a survey based on Watt and Richardson's FIT-Choice model administered to all physics undergraduate majors at our institution (those enrolled in a physics/secondary education dual major and other physics majors). Our findings revealed several clear trends including: prior teaching and learning experiences were critical in helping an individual choose to become a teacher; future teachers reported a clear love for the subject (physics); specific skills and expertise are needed to effectively teach secondary physics; and physics teaching is a mechanism for enhancing social equity. There was some discussion of negative stereotypes about teaching careers, but this was relatively small compared to other trends. Implications for this work could include creating tools to aid in recruiting a larger pool of highly qualified secondary physics teachers.