The study aimed to examine the teaching motivation of teacher candidates in terms of various variables, such as gender, department, graduated type of university, order of university preference, general academic average, eagerness to do another profession other than teaching, and liking the program they are studying. The study was conducted via the relational survey model. The participants were selected using purposive sampling method, and were composed of 205 volunteer teacher candidates in the fourth year of the Departments of Science, Mathematics, Elementary School, English, and Social Studies Teaching in a public university in the spring term of 2019-2020 academic year. The data were collected using a Personal Information Form developed by the researchers, and the Teaching Motivation Scale (TMS), developed by Kauffman, Yilmaz-Soylu and Duke (2011. TMS was devised to measure the internal and external motivations of prospective teachers. As a result of the study, it was determined that the teacher motivation of the teacher candidates was generally at a medium level and the intrinsic motivation of the teacher candidates was higher than their extrinsic motivation. On the other hand, it was found that teacher candidates' teaching motivation did not differ significantly according to gender, high school type, university preference variables; It was determined that there was a significant difference according to the variables of department, academic achievement, eagerness to do another profession other than teaching and liking the program they studied.