Background/purpose: In an era marked by teacher shortages and escalating demands on educators, it is crucial to understand what motivates individuals to pursue a career in education, especially when a wide range of alternative career opportunities are available. This paper examines the main reasons university students in Kosovo choose teaching as a future profession and identifies the factors that shape their decision-making process. Given the limited research in this area, the study provides valuable insights into what encourages students in Kosovo to pursue a career in teaching. Materials/methods: Utilizing a quantitative approach, the research surveyed 170 undergraduates from two universities, applying the FIT-Choice framework and analyzing the data with SPSS to identify key motivational drivers. Results: The study found that students in Kosovo are primarily motivated to pursue teaching by intrinsic factors such as personal fulfillment and the desire to shape future generations, with work-life balance being important. However, concerns about job security, salary, and social status were noted, particularly among rural students who value teaching for its stability. Conclusion: This study highlights the need for education policies that not only support intrinsic motivations, such as personal fulfillment and societal contribution, but also address external concerns, including job security and financial stability. Policy efforts should focus on improving salaries, employment conditions, and financial incentives to enhance the teaching profession's appeal. Additionally, promoting work-life balance, strengthening professional support networks, and elevating the societal status of teaching through public awareness campaigns and policy reforms can help attract and retain educators. Implementing these measures is essential for ensuring a sustainable and motivated teaching workforce in Kosovo.