The purpose of this study was to recruit undergraduate students into language teaching by investigating students' perceptions of second-language learning and becoming a foreign language (FL) teacher in a rural context. The investigator used two quantitative surveys and qualitative interviews with undergraduates in second- and third-semester FL courses at a university in the Western United States to evaluate this group as a potential pool from which to recruit rural FL educators. Working through the Conceptual Change Model (Posner, Strike, Hewson, & Gertzog, 1982), students were invited to participate in a teacher-recruitment event. Later, 15 students changed majors to become FL educators. This article describes the project and provides recommendations for not only the recruitment of foreign language teachers but for all teachers regardless of content area specialty. (Contains 2 tables.)