Teacher education plays a pivotal role in ensuring a competent and committed teaching workforce. In Malawi, concerns about pre-service teachers’ satisfaction with their training and their career intentions have raised important policy and practice questions. This study investigates the levels of happiness among pre-service teachers regarding their being trained as teachers, explored the underlying factors contributing to their satisfaction or dissatisfaction, and examined their career aspirations post-graduation. Using an embedded mixed-methods design, the study surveyed 242 second and fourth-year Bachelor of Education students at the University of Malawi. Quantitative data, analysed using descriptive statistics, measured levels of satisfaction and career intentions, while qualitative data provided deeper insights into students’ experiences and motivations. Findings indicate that 86.2% of student teachers expressed happiness about being trained as teachers, attributing their satisfaction to intrinsic passion for teaching, the perceived societal impact of education, employability prospects, and the alignment of coursework with future teaching roles. Conversely, 5.8% reported unhappiness, citing heavy workloads, low status of the teaching profession, and lack of initial interest in the field. Additionally, while 90% intended to pursue teaching careers, 10% planned to explore alternative paths due to poor working conditions for teachers, self-doubt, and a lack of passion for teaching. The study recommends curriculum adjustments to re-package content to reduce content overload, enhanced mentorship for redirected students, and policy interventions to elevate the status of teaching. Addressing these challenges is critical for attracting more students into teacher training and ensuring their retention.