There is a recognised lack of women participating in engineering and STEM in most western countries. However, it is desirable for engineering cohorts to have a broad diversity. Hence, girls need to be encouraged into all engineering fields, but especially those traditionally dominated by men such as civil, mechanical and software engineering. A number of factors influence students' critical career decisions. In particular, teachers influence their students in a number of different ways, some overt and others subliminal, including influencing students' self-image and belief in capability. Students between the ages of 11-13 years often develop images of themselves that can exclude them from careers in technology related careers such as engineering. This study conducted structured interviews with 20 initial teacher education students and two of their lecturers. The interviews considered the students experiences in their own career selection, the reasons one may encourage someone to consider engineering, and the participants of engineering and engineering practice. Interpretation of interview transcriptions indicated that most final year teacher-education students held either limited or stereotypical views of engineering. Participants thought of engineers as mainly for men or "country-type" girls who were good at maths and science. Most recognised the practical nature of engineering, some the academic nature. There was little recognition of the social and empathetic characteristics required. These outcomes imply a gap in understanding that may cause teachers to rely on their gender prejudice, rather than the skills beneficial in the career when providing career advice to potential engineers.