Dialogic teaching is broadly considered a communicative interaction among all participants in a teaching situation. This chapter explores how preservice teachers perceived their school teachers’ practice as dialogic teaching and investigates how the retrospective perspective was related to their career choice motivations. It aims to develop a measure to capture attitudes toward dialogic teaching by considering the qualitative and quantitative aspects of purposeful teacher–student interactions. The motivation to choose a teaching career as a non-cognitive dimension of professional competence provides further information regarding teacher professionalisation. School experiences also influence teachers’ motivation to choose a teaching career. Research on professional growth and competency development in the teaching profession emphasises the role of practical learning opportunities to experience and analyse classroom interactions in preservice teacher education. Experiences play a crucial role in the development of attitudes concerning teaching during teacher education.