The study attempted to establish the correlates of commitment to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents in this study. The study is founded on two theories; the Atkinson’s Expectancy-Value theory and Bandura’s Self efficacy theory. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice and that intrinsic motivation, self-concept, status of the teaching profession, fallback and socio-cultural beliefs were correlated to career choice. Fallback however had an inverse correlation to the commitment of career choice. The pre-service education students chose teaching as a career because they had passion for teaching and wanted to make a positive change in the education sector. They also felt that the KUCCPS needs to come up with a better way of placing students into the teaching profession but not just through the cluster points attained in the Kenya Certificate of Secondary Education. The pre-service education students felt that the entry requirements to the teaching profession need to be raised to make the profession comparable with other professions like medicine, engineering, and law among others. Other factors like interest and ability should be put into consideration when placing students in the teaching profession. The study recommends the implementation of the predictive model to enhance commitment and reduce wastage of human resources when trained teachers opt for other job opportunities.