In this study, the career barriersto teaching recognized by Secondary School Pre-Service Teachersin Specialized Subjectswere categorized using the Social Cognitive Career Theory (SCCT)framework, which distinguishes between individual, proximal, and backgroundcontextual factors. Primary data were collected through an online open-ended survey of 19 participants, and secondary data were obtained via Focus Group Interviews (FGIs)organized by topic. All collected data were analyzed in alignment with the SCCT framework. The findings revealed that individual-level career barriersincluded low self-efficacy, anxiety about failure, and persistent self-doubt. Proximal contextual barriers—those arising from the immediate social environment were related to peer comparison, lack of parental encouragement, inconsistencies in the teacher education curriculum, and financial pressures. Background contextual barriersinvolved structural issues such as instability in teacher recruitment, unpredictability in hiring cycles, and the prevalence of fixed-term contracts. While these barriers can be analytically categorized into individual, proximal, and background factors, the study found that they do not operate in isolation. Rather, career barriers are shaped through the dynamic interaction of psychological, interpersonal, and systemic conditions. Therefore, to support Secondary School Pre-Service Teachers in Specialized Subjects, educational interventions should include programs to address psychological anxiety and build self-confidence. Moreover, access to clear and comprehensive information on the teaching preparation and recruitment process must be improved. Finally, support measures should be considered for students pursuing non-teaching careers, including the development of a predictive system for teacher recruitment to reduce uncertainty in career planning.