This study used questionnaires and telephone interviews to survey the views of 245 former Southwest University no-fee preservice students on the implementation of the no-fee teacher education policy. Analysis of their feedback on questions pertaining to the in-school, graduation, and employment stages of the program found that: (1) Motivation to apply for the no-fee teacher education program has a significant correlation to family economic status, place of residence, and income, which also impacts belief in teaching. (2) Differences in place of residence and region affect the identity of no-fee students. (3) The job satisfaction of no-fee graduates after job placement differs significantly depending on the educational level of the school where they work. (4) No-fee students have low expectations for the policy's implementation and a low recognition of their obligations under the program. In light of these findings, we make several recommendations: (1) Change the name and implementation strategy of the no-fee teacher education policy. (2) Make adjustments to the no-fee program admissions process. (3) Set up a mechanism for no-fee students to withdraw and be replaced. (4) Strengthen the vocational and ethical training of no-fee students, increasing their awareness of grass-roots service. (5) Raise teacher salaries and enhance their professional development.