This article presents tentative findings from an ongoing study of female preservice teachers' stories about love, gender, and work in primary level (K-6) teacher preparation. Analyses of data from 26 phenomenological interviews with White, female pre-service teachers enrolled in teacher preparation programs frames one sample participant "love story" that illustrates the overall pattern of found in data analysis. While the young women in the study romanticized early years teaching as the work of love, and a gendered, biological imperative, the author suggests that the casual discourse of love in teaching may be a mechanism of control with potentially limiting outcomes for new teachers. The article begins with a brief review of theories of love and control. This is followed by an overview of study methodology and a participant narrative illustrating study findings. Discussion and recommendations conclude the article.