Based on a significant shortage of qualified vocational teachers, this study examines themotivations behind choosing to become a vocational teacher in Swedish uppersecondary schools. The empirical material consists of 111 free-text responses to an openendedsurvey question. Structured tabular thematic analysis of the short free-textanswers is used as the analytical method. The results reveal five main themes in therespondents’ answers: dissatisfaction with previous occupations/desire for betterworking conditions, physical/psychological reasons (extrinsic motivational factors),contributing to shaping the industry’s future workforce based on personal experience(altruistic motivational factors), interest in working with young people, and personaldevelopment and a passion for teaching (intrinsic motivational factors). Like previousresearch, it is the intrinsic motivational factors that dominate. The results are analysedand discussed using previous research and concepts from careership theory. Theanalysis shows that career change for many individuals involves managing theirexperience and knowledge capital by contributing to shaping the industry’s futureworkforce.