This study focuses on student teachers who are on the threshold of entering the teaching profession. The aim of this study is to examine their motivations for becoming teachers, their educational ideals and the meaningful experiences inside and outside teacher education that influenced their educational ideals. To examine these, we conducted a survey of 116 student teachers at three Dutch teacher education institutes who were at the end of a four-year bachelor programme to become secondary school teachers (of history and English language). The results of the factors influencing teaching (FIT)-choice scale show that motivations representing social utility value were rated highest. Regarding social development, the highest-rated ideals were social commitment and autonomy, and of the ideals that focus on qualification, subject matter knowledge was rated highest. Comparing the influence of the several domains of teacher education, more student teachers considered their internships at schools to have an influence on the formation of their educational ideals than the courses at the teacher education institute.