This study aims to analyze the motivation factors of teacher candidates in choosing the teaching profession. The study employed a survey model which was carried out with 543 teacher candidates. The data were collected through the "Factors Influencing Teaching Choice Scale" and were analyzed using descriptive and inferential statistics. As a result of the study, it was concluded that the highest rated motivation factors of teacher candidates for teaching were "shape the future of children/adolescents", "make a social contribution", and "enhance social equity". Teacher candidates were least affected by "job transferability", "social influences", and "fallback career". Female teacher candidates attached more importance to social utility values, and they were more influenced by their environment to become a teacher than males. While the teacher candidates from the department of elementary education had the highest scores in the factors of "shape the future of children/adolescents", "enhance social equity", "make a social contribution", "work with children/adolescents", and "intrinsic career values", the teacher candidates from the department of education science had the lowest scores in these areas.