Over the past 4 years, education graduates in Tanzania have outnumbered those in other fields, despite declining teaching jobs. Guided by a phenomenological design and the Factors Influencing Teaching Choice theory, this study explored the motives and post-graduation expectations of youth enrolled in teacher education programs at universities. Data were collected through semi-structured interviews with 20 finalist teacher trainees and were analyzed thematically. Findings indicate that many participants entered the teaching profession as a fallback career due to limited academic performance and financial constraints. The study concludes a misalignment between teacher education enrolment and labor market realities, calling for policy reforms.
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