This paper argues that the purpose of education is to help students realise their unique potentials and pursue inner directions. With this assumption, we critique the inadequacy of the current emphasis on standardisation and provide a theoretical framework for teacher education based on humanistic psychology. Three tenets of humanistic psychology, which we argue are helpful for teacher education, are discussed: (1) emphasis on relationship, (2) space for creativity, and (3) importance of meaning-making. That is, we argue that prospective teachers should be given opportunities to experience empathy and congruence, to practice creativity, and to start the journey of finding meanings of their experiences and teaching. As examples that put the tenets into practice, we discuss a field-based teacher education programme and a college programme that promotes pro-social activities with displaced children.