In recent years, the teaching profession has garnered increasing attention from both social and academic quarters. In this context, the assumption that the quality of education largely depends on the competence of teachers has become a central focus of international educational research. This development has significant implications for the field of teacher education. It is no longer justifiable to regard teacher training, particularly German teacher training, as a secondary competence acquired alongside the philological study of German. Consequently, the professionalization of the teaching profession requires a solid educational foundation that provides prospective teachers with thorough opportunities to engage with the content, methods, and theoretical frameworks of their disciplines. The training of German teachers in Türkiye must also address these developments and identify strategies that contribute to the professionalization of the profession. Accordingly, this article is based on a questionnaire survey of practicing teachers of German as a foreign language (GFL) in Türkiye. The objective of this study is twofold: firstly, to examine the motivations that led respondents to pursue their chosen career path and, secondly, to ascertain their views on the relevance of the content covered in their university courses for their professional practice. By adopting a retrospective approach, the study offers insights into a topic that has been underexplored in the field of teacher education in Türkiye and provides valuable impetus for the further development of teacher education programs. © 2025 Walter de Gruyter GmbH, Berlin/Boston.