Considering the enrollment decline in university teacher preparation programs, this phenomenological study explored the experiences of seven southeastern Wisconsin public high school juniors and seniors, who were interested in a pursuing a teaching degree, but have changed their minds and dismissed their original career path. The purpose of the study was to understand the factors, societal influences and recruitment experiences of the participants that were responsible for the rejection of teaching as a viable career, while considering the characteristics of Generational Z norms to understand teacher shortages through the perspectives of the participants. Factors and societal influences that shaped students' choices were examined and compared to the current literature. In addition, recruitment strategies from the participants' experiences were questioned to understand their usability and effectiveness. The data suggested low teacher salary, difficult students, declining prestige of the profession, and limited job growth were factors for students in electing other majors in college. Societal influences that swayed participants from teaching were family dissuasion and the demanding teacher workloads the participants observed from their own schooling experiences. Some participants had opportunities for dual credit courses or service classes in Education, however scheduling them within the required high school course schedule proved challenging. Despite scholarships cited as an effective tool for recruiting students to the teaching profession, few participants could not recall scholarships specifically for education majors. Implications for school district administration and universities along with future research recommendations are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]