"Possible selves" theory describes how a person thinks about his or her own future potential. Based on past and present self-images, understanding one's "possible self" can be an incentive for one's future behavior. Social structures, cultures, identities and genders may affect the development of "possible selves." One can envision a "possible self" that he or she would like to become or is afraid of becoming. During the COVID-19 pandemic, teachers and students quickly adapted themselves to a distance teaching and learning process. This transition to an on-line venue may influence pre-service teachers' attitudes towards teacher education and possibly modify their expectations regarding the profession. Within this context, the aim of this study was to examine the "possible selves" of pre-service teachers in order to consider implications for their future orientations. Sequential explanatory mixed-method design with a stratified purposeful sampling technique was used in the study. One hundred eighty-six junior and senior pre-service elementary school teachers constituted the quantitative strand sample of the study and thirteen of the participants were purposefully selected for the qualitative strand. Findings reveal pre-service teachers indicate a high level of "expected possible selves" while demonstrating a low level of "feared possible selves" in the "uncaring teacher" and "uninspired instruction" dimensions. However, pre-service participants expressed fears about the "loss of control" dimension of "feared possible selves." One of the main reasons for this fear was their on-line teaching practicum course, which provided limited experience of classroom and learning management in the time of the COVID-19 pandemic.