It is often assumed by implication that the reasons why teacher education students drop out of their degree courses are different to those in other study programmes. However, based on research on other differences, there is reason to assume that the subject being studied is important, and especially its affiliation to STEM (Science, Technology, Engineering and Mathematics). The goal of this study was to analyse the differences between teacher education students and students of other subjects at higher education institutions in Germany, controlling for STEM. Representative data from the German Study Quality Monitor 2014 were reanalysed. A total of n = 3337 students (50% female, M = 5.97 [SD = 3.94] semester) were included. Reliability was acceptable to good (0.57 < [alpha] < 0.80). Multi-level models indicate that teacher education students (1) have lower dropout intentions, (2) report less social integration while (3) the relationship between predictors and dropout intentions is the same as for other students. Implications for teacher education research and practice are discussed.