The findings of a small-scale study concerning entry into teacher education are presented. Data were collected over four years by questionnaires completed by a total of 140 participants attending Teaching Taster Courses run annually by Brunel University from 1999 to 2002 for prospective students in secondary shortage subjects. The study took place in a period of local and national under-recruitment. Aspects such as finance and the length of training, normally perceived as barriers to prospective students entering programmes of initial teacher education, were not perceived as such. Personal qualities and individual commitment to teaching were perceived as important requirements, and, by implication, overcoming any external barriers. Implications are discussed for a range of initiatives, including flexible routes to qualified teacher status, schemes for financial support, and pre-conceptions of prospective students about their needs as learners during initial teacher education.