Encouraging pre-service teachers to perceive early childhood teaching as an inherently attractive career option remains an issue in the early childhood profession in Australia. Following a Research by Design methodology with iterative modifications, this paper uses a professional identity theoretical lens to analyse survey and interview data from 37 pre-service teachers involved in an enhanced early childhood professional placement program used to foster professional relationships through workshops, intentional mentoring and time for professional conversations. Four themes identified factors in pre-service teacher decision making: an emotional connection to early childhood education; a positive attitude to early childhood pedagogy; differences in working conditions between kindergartens and primary schools; and a positive placement experience within the project. Findings show that pre-service teachers can perceive early childhood teaching as a desirable profession when experiencing placement contexts where they find professional inspiration and sense of connection, and that offer prospects of a rewarding career.