Studies on motivation for teaching as a career choice are still relatively rare and lacking clear theoretical framework based on recent theories of motivation and career choice. The aim of this research was to empirically test the model of influences on the choice of teaching as a career based on expectancy-value theory of motivation (Eccles, 2005) in Croatian educational context and to validate the Croatian version of the FIT-Choice Questionnaire. The questionnaire, originally designed in Australia (Richardson & Watt, 2006), assesses a variety of factors playing the role in choosing teaching as a career. The sample consisted of 188 students from teaching faculties at the universities in Zagreb and Rijeka. Factor structure of the Croatian version of FIT-Choice Questionnaire provided a good replication of the original factor structure of the scales, given a relatively large number of factors underlying original scales and substantial differences in Croatian and Australian educational context, pre-service teacher education and status of teaching profession. The obtained results therefore provided a support for the construct validity of the FIT-Choice Questionnaire and for the adequacy of the model of influences on the choice of teaching as a career (Richardson & Watt 2006) as a conceptual framework for interpreting the motivation for teaching profession in the Croatian educational context. The principal motives for career choice of our student teachers were the opportunity to work with children, social contribution and perceived teaching ability, while personal values as job security and time for family were perceived as less important. PUBLICATION ABSTRACT