There has been a consensus that obtaining a quality education is the foundation to creating sustainable development. International community has witnessed seismic results concerning increasing access and relevance to education in the last two decades. The achievement in educational development cooperation is well epitomised by growing number of primary schools and rising enrolment rate of students. Nonetheless, the lack of qualified teachers and staff instability remains a challenge to quality of education. The study assumes that educators satisfied with their jobs are more likely to bring positive changes in the every-day life of schools and classrooms thereby they can become catalysts for the progress in education. The main thrust of its argument is to uncover the relationship between the experience of teacher education programmes and teachers’ attitudes towards the teaching professions in a developing country context. The paper is the result of empirical study that surveyed Rwandan teachers(n=120) who accounted for their career preference, job satisfaction and motivation to choose teaching as a career. The study aims to infer the significance of student teachers’ experience in teacher training institutions as it plays a large role in the job satisfaction of teachers. It was found that capturing tacit motivation and candid beliefs of student-teachers formed during teacher preparation programmes is critical as it is interwoven with job satisfaction of teachers. The underlying factors perceived by teachers which led them to choose teaching as a career include following notable reasons such as ‘shape future of children’, ‘work with children’, ‘make social contribution’, ‘intrinsic career value’ and ‘prior teaching experience .