A central objective of recent government reports focused on the important role of education in preparing a skilled and dynamic science, technology, engineering and mathematics (STEM) workforce, with effective teaching in secondary STEM classrooms reliant on the engagement and retention of high-quality STEM teachers (Office of the Chief Scientist, 2014). This study sought to explore the factors influencing preservice secondary science teachers' decisions to pursue teaching as a career. Participants in this study were enrolled in undergraduate and postgraduate teacher education programs at a large, urban Australian university. A total of 12 pre-service teachers enrolled in a science curriculum course participated in the study. Analysis of interview data identified two key factors influencing their decisions, including their perceptions and experiences in high school, and a lack of opportunities in STEM-related fields. Other findings indicated participants expressed positive outlooks regarding their decisions to pursue teaching as a career, and articulated views of science and science teaching aligned with inquiry-based approaches in science education. Implications from this study suggest that, although these participants are likely to encourage students to consider teaching as a profession, they may not promote STEM-related professions as possible career paths, due to their previous experiences.