This study aimed to examine the significance of teaching motivations for the gain of professional knowledge during teacher education. The findings reveal that the FIT-Choice instrument’s factor structure was replicated. Furthermore, the motivation profile typical for preservice teachers in Germany was also replicated. The results also reveal that intrinsic motivation is positively correlated, whereas extrinsic motivation is negatively correlated, with GPK at the first occasion of measurement. In addition, the findings show that extrinsic motivation also matters for preservice teachers.