This qualitative study examines the experiences of 55 participants enrolled in English-teachers preparation program at a university in Vietnam and analyzes reflections on their motivation to become EFL (English as a foreign language) teachers. Multiple measures of data with triangulation were collected from coursework, including reflection essays from 55 pre-service teachers and a semi-structure interview with 10 of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) and Key-word in context (Kwic; Fielding & Lee, 1998) in order to find categories of factors that influenced the pre-service teachers’ motivation to choose to be EFL teachers. The results suggested that the motivation making pre-service teachers pursue the career of English teachers were personal, professional, and social aspects, in which social factors had been the most dominant factor influencing the desire of pre-service teachers to become EFL teachers. Moreover, some pedagogical implications are suggested to improve the strategy of training teachers and career orientation education for students.