This study seeks to understand the motivation of prospective teachers in Pakistan for embarking upon a teaching career. The study, which was conducted in the Gilgit-Baltistan region of Pakistan, used a survey instrument called Factors Influencing Teaching Choice (FITchoice) to generate data. The sample of the study was 92 prospective teachers admitted to Associate Degree in Education and B.Ed. (Hons) programs through Karakoram International University and three government colleges of education. To better understand the motivation, four sets of variables were used: 1) intrinsic values (interest and desire for teaching profession), 2) personal utility values (job security), 3) social utility value (making social contribution), and 4) fallback career (limited opportunities).The findings of the study show that respondents were motivated to join the teaching profession due to their affection for children and their interest in the teaching profession (intrinsic value). The respondents were explicit while giving their opinion in favor of the intrinsic and social values of the teaching profession. Although the findings of the current study do not concur with the results of earlier studies conducted to explore the same topic in other developing countries, they are encouraging and significant because they indicate a positive change in how people perceive the teaching profession. However, the small sample and the exploratory nature of the study raise difficulties when making broader generalizations. Based on the findings of this study, it is suggested that policy makers need to revise the teachers' recruitment and preparation policies by taking into account certain measures.