The purpose of this study was to identify changes in the type of motivation involved in three generations of teacher-trainees. Participants were students of a Mexican public teaching school of different curriculum programs: 144 students of Plan 75, 140 of Plan 84, 116 of Plan 97. The students were asked to complete a questionnaire for entering the school in order to identify their motivations and expectations that they had after finishing school. The results indicate that almost half of the population chose the teaching profession because of extrinsic reasons. About 40% of the students had the expectation to pursue college studies not related to the teaching profession. There were differences among the classes. Plan 97 had less students who chose teaching for extrinsic motives. The results are discussed.

Key words: Teaching education students, first-year students, extrinsic motivation, intrinsic motivation, work expectations/job expectations.