Initial teacher education (ITE) often leaves teachers underprepared for becoming moral teachers. This paper draws upon two UK studies of student teachers, newly qualified teachers and experienced teachers (n = 254) to find out (1) what they think is involved in being a moral teacher (2), how they think that their ITE had prepared them to become a moral teacher, and (3) what recommendations they have for improving ITE. Findings show that acting on moral reasons was often difficult, partly because ITE focused mainly on mastering subject specific content. The importance of acquiring more life and teaching experience was emphasised, and we recommend how teachers can be stimulated to develop as moral teachers.