This paper models the likelihood of individuals becoming teachers, to identify the key social and economic determinants of selecting teaching as a career in the UK. E-mail and focus group interviews were used to develop a questionnaire, for surveying a sample of 1845 students and professional trainees from four tertiary institutions in South-west England and Wales (response rate 82%). The study differs from much research in this area by including an explicit comparison between students intending to be teachers and those intending to pursue other careers. Logistic regression analysis was used to analyse the data collected. The study concludes that the key determinants of individuals' likelihood to teach are their family background, the factors they valued in a job and their perceptions of teaching. Financial incentives, although effective in getting those already interested in teaching to take up training, are limited in their appeal. Those who are committed to teaching are more likely to be motivated by intrinsic rewards. Those who have never seriously considered teaching, on the other hand, are more likely to be motivated by extrinsic rewards, and to report a negative experience of school. Negative perception of teachers' pay and their job status is not likely to put off those who are committed to teaching but is a potential deterrent to those who have no inclination to teach.