Giving voice to those who are representative of the minority teachers of the future can and will provide an important response to the growing concerns over the disproportionate balance of cultures between students and teachers in schools across the country (Bennett et al., 2006). The benefits of supporting minority teachers are abundant. Examination of the factors that may either hinder or support the transformation into teaching of this population is clearly warranted. The purpose of this study was to gain an in-depth understanding of minority teacher candidates' perceptions about the process of becoming teachers with a special focus on factors that support or hinder their transformation into the teaching profession. Through in-depth interviews with and observations of three minority teacher candidates, this study offers insights into their motivation to become teachers, perceptions of their strengths and weaknesses as teachers, and the support they received and challenges they faced in the teacher education program.