The role of the modern teacher is nuanced by a series of attributes. He is now asked to be a specialist,
a guide, a friend, a counselor, an expert, a leader, a supporter, a facilitator, and, last but not least, a
model. Not only does he need all these roles, but also has to calibrate their proportion in the individualized
interaction with each student. In this study, we highlight the expectations of future education
professionals regarding the ideal teacher and the personal perceived characteristics that endorse
students’ intention of being a teacher. In this research, 40 student of education were involved. The
participants are enrolled in a one year Teacher Training Program. Most of them have no teaching
experience, and their specialization fields are diverse. In a questionnaire and an argumentative essay,
they were invited to find a minimum number of five features that the ideal teacher needs in order to
generate efficient learning, to rise the well-being state of students and to aim future work performance.
The group chosen for the study, although unrelated through their work activity and formal
education, has a common binder: they all want to become teachers. Their perception is not only
an evaluation of the ideal teacher, taking in consideration their own school experience, but also an
exercise of reflection of their own capacities regarding their disposal to be a teacher. The conclusion
shows a narrowing of the ideal teacher characteristics and an aware realistic exposure of personal
self-evaluated features and fears in relation with the desired possibility of being a teacher.