Introduction. The issue of identifying factors influencing youth's choice and retention in the teaching profession is relevant both in domestic and international psychology. Self-perception of one’s abilities in teaching serves as an important predictor for choosing a teaching career, the willingness to continue education, and satisfaction with this choice. Self-perception is built upon the awareness of professionally significant qualities – those traits and attributes necessary for successfully performing professional activities. The purpose. This article aims to study the self-perception of professionally significant qualities among students pursuing teacher education as a factor influencing their professional intentions. Methods. A questionnaire survey was conducted to identify the professional intentions of teacher education students. The scaling method was used to determine students' perceptions of the importance of various professionally significant qualities for teachers and the degree to which they believe these qualities are developed in themselves. Results. Students aspiring to become teachers and who consider themselves to possess teaching abilities rate their professionally significant qualities higher. This confirms the hypothesis that self-perception is closely linked to the desire to work in the chosen profession. The image of a teacher aligns more closely with students’ self-image among those intending to pursue a teaching career and claiming to have pedagogical abilities. The greatest alignment with the teacher’s image is observed in qualities that ensure effective communication with children (love for children, sociability, optimism, responsiveness), as well as initiative, organizational skills, perseverance, enthusiasm, pedagogical imagination, and dedication. Conclusion. Students’ self-perception of the development of their professionally significant qualities acts as an essential factor in their desire to work in their chosen profession. Moreover, this self-perception can be adjusted through the educational process.