The purpose of this article is to report the development and implementation of a STEM teacher attraction intervention based on person-environment (and person-vocation) fit theory. Study 1 reports the administration of a 'realistic job preview' (RJP) intervention requiring participant responses, followed by experienced teacher feedback and a tailored fit message to 111 university students in STEM-related fields. Results showed a significant relationship between RJP performance and interest in a teaching career, even after controlling for prior career intentions. Study 2 reports the results from individual interviews with 14 university students studying STEM-related subjects on the factors contributing to career-decision making, especially regarding teaching as a career. The 16 codes were distilled into three themes: the role of personal reflection, critical influences on career decisions, and patterns of change. We conclude with suggestions for implementation of RJPs as a supplement to current attraction and recruitment approaches.