This research qualitatively assessed what images pre-service child care teachers construct about teachers, children, and parents through practicum in child care centers and observed how such images affect career selection. Participants of the study were 21 pre-service child care teachers that were enrolled in the child care and teaching practice class at a 4-year capital region university. For data collection, protocol description along with drawings of teachers, children, and parents were conducted. Moreover, after such exercises, obtained data were interpreted in the perspective of the participants through in-depth interviews. Collected drawings, protocol explanations, and interview data were analyzed using Bell’s content analysis of visual images. The research results showed that pre-service child care teachers had ambivalent images about teacher figures that they are both “professional educators” as well as “laborers carrying out a heavy workload.” Moreover, through interaction in the field, pre-service child care teachers obtain knowledge about development as well as foster abilities to recognize children who are in need of special help. Parents obtained the images that they are “main care-takers collaborating with the teachers” and “consumers receiving child care.” It has been observed that pre-service child care teachers contemplated their career decisions after receiving the opportunities to objectively assess their qualities as teachers and working conditions of child care takers through practicum in child care centers.