Contemporary issues of particular concern include the current state of the teaching profession, the lack of professional and social respect for teachers, the need for salary increases, the need to reduce the burden on teachers, and performance evaluation. In addition, the low number of young people entering the teaching profession and the low proportion of graduates choosing this career path are of fundamental concern. The present research seeks to explore the perceptions of first-year student teachers towards the profession of teaching through a case study approach. A metaphor method involving sentence completion was used to explore students’ conceptions of the ‘teacher image’. The students’ metaphors were analyzed to determine the prevalence of teacher-centeredness or learner-centeredness, knowledge transfer or knowledge acquisition, and cognition or emotion. The students’ essays on the question “Why do I want to be a lower primary teacher?” were analyzed to identify career motivating factors, positive attributes that enhance career motivation, and future aspirations. The main findings of the research are that trainees are mainly inspired by their primary school teachers, they are aware of their strengths to become good teachers, and they envision a career in teaching. The motivation and commitment of our first-year students to their careers is an excellent starting point, which should be built on in both theoretical and practical courses during university education. They should be enriched with real-life experiences, encouraged and supported within their practice, in order to increase the number of young people who choose a teaching career after graduating from university.