This article reports on a qualitative small-scale case study that investigated what pre-service teachers learned from a former generation of teachers about the context and nature of teaching and teacher education during the 1950s and 1960s. Data comprised semi-structured interviews and a grounded theoretical approach was used to analyse the data. A process of coding and re-coding of the data resulted in the identification of emergent patterns and broad overarching themes and subthemes. Findings suggest that the pre-service teachers drew inspiration from the older teachers' emotional connection to the profession, and their own passion for teaching developed or intensified as they came to understand teaching as a rewarding lifelong career. It is suggested that mentor relationships between pre-service teachers and those from an older generation have the potential to support novice teachers in developing a passion for teaching and, ultimately, resilience and longevity in the profession. Recommendations are made for the inclusion in teacher education of opportunities for intergenerational learning through such relationships.