This study is an attempt to uncover the factors leading students to study in the majors they dislike. Using a qualitative design, the study aims to explore the forces that cause students to make career choices against their will, and to investigate their future plans during their struggles with their parents and disliked majors. The study was conducted with 13 first-year university students who studied different majors within a school of education. Since the foci of the study were students who disliked their majors and were placed in teaching departments against their will, a purposive sampling technique was used during the selection of participants, and data were analyzed through the content analysis technique. The study revealed that the students had been placed into disliked majors under the simultaneous influence of either one or several forces, such as parental pressure to keep their children geographically close, perceived employment opportunities, life-time job security given to teachers at public schools, fatigue, and failure to get a high scores to be placed in their preferred choice. The study presents suggestions for educational policy-makers by discussing determinants of teaching career choices, by making specific references to parental influences on their children's decision-making, and by showing that some teacher candidates are placed in teaching majors by making random choices.