This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment.