This study explores how undergraduates enrolled in STEM (science, technology, engineering, and mathematics) courses view the K-12 teaching profession. A survey was conducted with a sample of undergraduates in community college and university settings (n = 610). We examine whether undergraduates believe that teaching offers what they value in a career; we inquire about factors that shape their perceptions about teaching; and we explore their views on whether specific recruitment policy strategies would encourage them to consider teaching as a career. Results include the finding that undergraduates view some proposals, such as college loan forgiveness and higher starting salaries, more favorably than others, such as performance-based pay. Differences also exist among students majoring in mathematics and science as compared to engineering. Concerns were raised about a perceived lack of intellectual challenge and a desire to remain actively engaged in research, and some noted confusion about the process of becoming a teacher. The article concludes with implications for policy and practices.