Why choose to become a teacher in Turkey? The authors examined motivations and perceptions among preservice teachers (N = 1577) encompassing early childhood, primary and secondary education. The Factors Influencing Teaching Choice (FIT-Choice) instrument was translated into Turkish and its construct validity and reliability assessed. Altruistic "social utility values" were the most influential, followed by the desire for a secure job. Intrinsic value and perceived teaching abilities came next, contrasting with higher ratings in Western studies, alongside prior positive teaching and learning experiences. Family flexibility, job transferability and social influences were moderate, and the negative "fallback career" motivation lowest, although not far below the scale midpoint. Science-related teacher candidates scored more highly on fallback career, had chosen a teaching career the most recently, and were lower on almost all other teaching motivations, demonstrating a less positive motivational profile. Findings are interpreted in light of the economic development and role of the teaching profession in Turkey. Less adaptive motivations belonging to preservice teachers in scientific fields highlight potential risks and recruitment strategies to optimise teacher quality in those priority fields which further research could fruitfully examine. (Contains 7 tables and 1 figure.)