A review of the current literature uncovers a significant gap in studies examining prospective German language teachers’ perceptions of the target language and culture. Therefore, this study aims to address both theoretical and pedagogical gaps by exploring their perceptions of Germans through semi-structured interviews. A total of 21 prospective German language teachers enrolled at a Turkish state university in central Anatolia participated, and the data were analyzed using content analysis procedures. Findings reveal that participants view Germany as appealing due to its education system, economic prosperity, and quality of life. However, they also express concerns about racism, social distance, climate, and language difficulties. Through the identification of 81 codes, two main themes emerged: “Positive views about Germany” and “Negative views about Germany.” The results suggest that these perceptions have a significant impact on language learning motivation and teacher identity. This study highlights the importance of raising awareness of stereotypes in culture-based language teaching and offers a theoretical basis for future research. Additionally, the study emphasizes that cultural and social interactions play a crucial role in shaping prospective German teachers’ mental images of other countries.