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The reasons why people choose different professions are varied, multifaceted and often controversial. The present study sought to establish trainee teachers' motivating reasons to train as teachers. A mixed method research paradigm was employed and a case study design was utilised. A convenient sample of seventy trainee teachers in one teacher training college in Zimbabwe participated in the study. Data were collected through a semi structured questionnaire. Quantitative data were analysed statistically with aid of SPSS version 21 statistical software. Qualitative data were analysed through thematic content analysis. Among the major findings were that trainee teachers chose to train as teachers owing to perceived personal attributes consistent with the teaching job, had influence from some close friends and relatives and also had some anticipated positive results associated with being a qualified teacher. The study concludes that there were multiple and multi-faceted factors that influenced trainee teachers to train as teachers and these are personal and environmental factors. Recommendations were made.