The study investigates different models of personality and cognitive factors in teacher training courses at Teacher Training Colleges (TTCs) and universities. We used Ego Identity (EI), Professional Identity (PI) of teachers, and Self Regulated Learning (SRL) as personality measures, and Metacognitive Knowledge (MAI), Field Experience Grades (Practice), and Achievement Grades (Grades) as cognitive measures. We hypothesized that students trained in colleges will have more integrated personality as teachers, compare to students who trained for teaching in universities. We sampled 39 students from a TTC and 35 from teacher training courses at the university. Structural equation modeling (SEM) was used for the data analysis. As we assumed, the model emerged from the TTC group indicates a general and coherent Professional Identity development, while the model for the university group showed a lack of investment in teachers' professional development as a general entity. The implications of these results for decision-makers in education are discussed.