This chapter examines the motivating factors that underpin the drive to teach for pre-service teachers at two South African universities. This examination is conducted through a mixed methodological approach, utilising longitudinal survey data from B.Ed. pre-service teachers, as well as qualitative insights from focus group discussions. An idea which underscores the discussion offered by this chapter is that motivated teachers is a key prerequisite for quality education. Research has indicated that teachers who are motivated to teach are more likely to incorporate innovative teaching practices into their pedagogical approach, driving quality education. In identifying the key drivers of teacher motivation, they have been categorised in terms of altruistic, intrinsic and extrinsic motivations. Finding suggests a connection between the three categories of motivation to support the future of the country and to work with young children in the essential desire to create a positive difference in the lives of the others. Similarly, to contribute towards positive change through the teaching profession, external factors such as financial remuneration, community support and school infrastructure should be considered as a weighted scale which may support or deter teachers in pursuing their motivation to create positive change through the profession.