This study explored the U.S. prospective teachers' motivations for teaching, teaching goal development, and views of their commitment to teaching. A sequential explanatory mixed-methods design was employed. Participants (N = 61) completed a survey in which they rated the importance of various factors in their teaching career choice. Furthermore, nine students from the survey pool were interviewed and observed during a teaching activity. Data analysis included motivations and teaching views expressed by three groups of prospective teachers: (1) participants who were definitely considering teaching as a career choice, (2) participants who were undecided about going into teaching, and (3) participants who were not considering teaching as a career at the moment but were partially committed to the goal of becoming a teacher. Quantitative analysis showed that different types of motivations were relevant for each group's teaching goals. These motives were further illustrated and discussed in connection with qualitative data from the interviews and observations. (Contains 3 tables.)