<p>The willingness or ability of (prospective) teachers to change their place of work is a central factor in achieving a regionally balanced distribution of teachers within the school system. Given regional disparities in teacher demand, the mobility of teacher graduates is crucial in determining whether staffing shortages can be addressed through new hires, particularly in rural areas. In light of the ongoing teacher shortage, teacher mobility is gaining increasing importance from an educational policy perspective. However, existing empirical evidence indicates that teachers are less mobile than other professional groups. Drawing on longitudinal data from the National Educational Panel Study, the present study examines which factors influence the mobility of (prospective) teachers during the transition to preparatory service and into employment. The analyses are theoretically based on the model proposed by Falk and Kratz (2009), which identifies key dimensions influencing mobility decisions after graduation. To differentiate between the two institutional transitions following graduation, two logistic regression models were estimated with change of federal state as the dependent variable. Predictors included sociodemographic characteristics, study-related factors, and previous mobility experiences. The findings suggest that traditional sociodemographic and structural explanations, which have proven relevant in mobility research, are only of limited relevance for understanding the mobility processes of teacher education graduates. Instead, study-related factors appear to be particularly relevant to the interstate mobility of teacher education graduates.</p>