While it's OK to focus on their own development as teachers, they must remember who it's all really about: the students. Given the centrality of students in their work, it is important that they consider the motives behind their decisions to be and become teachers and discuss these motives with preservice and new teachers. This has become an issue of international concern. In a paper presented at the 2001 International Educational Research Conference, sponsored by the Australian Association for Research in Education, Professors Goh Kim Chuan and Lourdusamy Atputhasamy, of the National Institute of Education at Nanyang Technological University in Singapore, report their survey research on students' motivations for choosing a career in teaching. They divide possible motives into three types: "extrinsic (matters such as remuneration and other benefits), intrinsic (the enjoyment of teaching and the school environment) and altruistic (making a difference in young lives)." Their findings include studies that indicate that intrinsic and altruistic motives are most dominant in Singapore, Greece, Britain, and the United States, and that in countries such as Cyprus and Brunei Darussalam, extrinsic motives are more dominant. What none of these studies appear to discuss is the possibility that even seemingly intrinsic or altruistic motives of teachers may not always be for the good of the students. Sometimes intrinsic and altruistic motives may serve as cover for less-positive motives for becoming a teacher. It's important that they identify these problematic reasons for entering the profession as they work with preservice teachers and mentor new teachers. In the first part of this article, the author discusses the motives he thinks teachers should watch for. These motives are: (1) Love of Giving; (2) Love of Authority; (3) Love of Attention; (4) Love of Subject; and (5) Love of Superiority. For the second half of this article, the author presents an essay by a teacher, Gabrielle Capone. Capone's essay, which serves as an inspiring counterpoint to the author's sobering thoughts on teachers' motives, exemplifies an approach to teaching that is all about the students.